@article{oai:oka-pu.repo.nii.ac.jp:00002327,
 author = {網野, 裕子 and Amino, Yuko and 沖本, 克子 and Okimoto, Katsuko},
 issue = {1},
 journal = {岡山県立大学教育研究紀要, Bulletin of Higher Education and Liberal Arts and Sciences Research,Okayama Prefectural University},
 month = {Mar},
 note = {本研究は，本学の小児看護学実習（保育所実習）で導入している「絵本の読み聞かせ」後の記録を質的帰納的に分析することにより，「絵本の読み聞かせ」における学生の学びを明らかにし， 学習方法の意義 を検討することを目的とした。発達段階を考慮して，３歳未満の子どものクラスを受け持った学生と３歳以上の子どものクラスを受け持った学生で区分し分析を行ったが，【読み聞かせ成功の要因】【捉えた子どもの反応】【より良い読み聞かせに向けて】の３カテゴリーが共通して抽出された。これらの結果より，学生は「絵本の読み聞かせ」を通して，難しさを感じながらも読み聞かせが成功したと捉えていること，読み聞かせを行いながら子どもの反応をしっかり捉えていること，子どもの特性に応じた読み聞かせを行うにはどうすれば良いかを考察していることが明らかになった。, To clarify the details of students’ learning through picture picture-book reading as part of pediatric nursing training (at nursery schools), and discuss training methods for more effective learning, we qualitatively and inductively analyzed their records created after such reading. Through analysis, with students divided into 2 groups based on the developmental stage: those in charge of children younger than 3 and those in charge of children aged 3 or older, 3 categories were created for both groups: [factors contributing to successful reading], [observation of children’s reactions and responses], and [future perspectives for better reading]. The results revealed that students perceived that their picture-book reading had been difficult, but successful. While reading, they carefully observed children's reactions. They also considered measures to improve their reading in the future., P(論文)},
 pages = {7-1--7-9},
 title = {小児看護学実習（保育所実習）における「絵本の読み聞かせ」に関する学生の学び},
 volume = {3},
 year = {2019}
}