@article{oai:sucra.repo.nii.ac.jp:00018349,
 author = {鈴木, 靜 and 首藤, 敏元},
 issue = {2},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {Recently, more attention is being paid to improving the quality of Early Childhood Education (ECE) from an international viewpoint. The challenge, however, is the difficulty in quantifying what ‘progress’ in ECE means. Measuring children’s progress in ECE is difficult because they are influenced both by their experiences in school and their daily life experiences. Further, there are significant differences in individual children’s development. However, assessment is important in ECE to ensure that programs are meeting the needs of children. This study examined how to measure the ‘quality of progress’ in ECE using participant observation of two activities on a spring picnic of a Certified Children Centre and the interactions between nursery children and kindergarten children. The results show that it is necessary to define the quality of nursery education in terms of the emotional richness and true nature of individual children, while limiting assessment on ‘quality of progress’ to a self-assessment by teachers. Quality assessment is best achieved through a ‘parallel-run’ observation method, while maintaining a reasonable distance from the children. There is a strong possibility, however, that the self-assessment will end up in complacency. Therefore, I suggest that self-assessments should be paired with conversations with other practitioners and researchers about the results of their ‘parallel-run’ observations and self-assessments., text, application/pdf},
 pages = {139--151},
 title = {幼児教育の質を探求する : 「子ども暮らし」を中心とした実践から<教育科学>},
 volume = {67},
 year = {2018},
 yomi = {スズキ, シズカ and シュトウ, トシモト}
}