@article{oai:kuins.repo.nii.ac.jp:00000606,
 author = {大平, 誠也},
 issue = {21},
 journal = {研究紀要},
 month = {Mar},
 note = {40022191211, This study aimed to identify difficulties and learning experienced by students in mock nursery school exercises involving physical play activity for preschool children. The study used focus group interviews conducted with five students participating in mock nursery school training involving physical play activity with preschool-aged children. The students were enrolled at the center for early childhood education and care affiliated to the university. Content analysis revealed the following themes and factors: difficulties included “difficulty attributed to lack of experience” and “difficulty attributed to lack of preparation”; external factors pertaining to learning were “regret for missed opportunities” and “dependency on relationship with peers”; internal factors pertaining to learning were “sadness after facing reality” and “the need to confront difficulties”; learning included “the importance of nursery school techniques,” “deepening understanding of children,” and “change in awareness of mock nursery school.” Findings suggest that (1) opportunities to learn about child management techniques, (2)guidance to translate theory into practice, and (3) a serious approach to learning on the part of support instructors would be necessary to improve mock nursery school training involving physical play activities. In training related to child learning, students, classroom instructors, and support instructors learn deeply in practical situations while interacting with children and caregivers in a real nursery school setting. These experiences demand learning whereby students can combine current knowledge and experience with awareness of future nursery
school activities.},
 pages = {105--116},
 title = {幼児期の運動遊び指導における学生の困難感と学びの実際},
 year = {2020}
}