@article{oai:jissen.repo.nii.ac.jp:00000999,
 author = {水野, いずみ and 松田, 純子 and 須賀, 恭子 and ミズノ, イズミ and マツダ, ジュンコ and スガ, ヤスコ and MIZUNO, Izumi and MATSUDA, Junko and SUGA, Yasuko},
 journal = {実践女子大学生活科学部紀要},
 month = {Apr},
 note = {P(論文), Recently, in the field of early childhood teacher training, the importance of the cultural literacy education has been recognized. The purpose of this study is to attempt to develop the special cultural literacy course program for training the early childhood teacher who is well-cultured. The course was called "the training preparations guidance", and an almost weekly 90-minutes lecture was provided outside of the regular classes for one year from April, 2006. The students who took the course were 56 sophomores and they were scheduled to have their practical childcare training in the next fiscal year. The course included 26 sessions in total. Three full-time instructors, whose areas of specialization are early childhood education and psychology, played the part of coordinator in the course, and 10 other visiting lecturers from a wide range of areas were called on for the course. The contents of the course were broken down into three major categories: "culture" (13 sessions), "practical childcare training guidance" (ten sessions), and "aims/generalization" (three sessions). The category of "culture" consisted of four fields: "culture" (eight sessions), "human rights" (two sessions), "psychology" (two sessions), and "international" (one session). Furthermore, "practical childcare training guidance" included two topics: "the current situation of nursery schools and child welfare institutions/preparations for practical childcare training" (five sessions) and "technical guidance in journal writing" (five sessions). After the whole course was completed, we conducted a questionnaire survey of the students who took the course. The questionnaire asked the students their learning degree before and after each lecture as well as their attitudes and opinions regarding the contents of the course. As a result of the survey, significant differences before and after each lecture were shown, and the learning effect of the cultural literacy course program was confirmed.},
 pages = {87--98},
 title = {保育者養成における教養教育の必要性 : 特別教養プログラムの開発},
 volume = {45},
 year = {2008}
}