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Fuminori Nakatsubo,Kiyomi Akita,Tokie Masuda,Katsuo Yasumi,Fumiko Sunagami,Junko Minowa 한국유아교육학회 2010 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.16 No.2
The purpose of this study is (1) to clarify, by monitoring discussion in group settings, how teachers at Japanese kindergartens recognize emotions of educators and young children in videos of early childhood care and education; (2) to clarify how teachers express their emotions that are aroused by viewing videos in a group discussion setting; (3) to compare the differences in teachers‘ narratives among four kindergartens. The participants are 21 teachers in kindergartens A, B, C and D. All of the participants watched three videos and participated in discussion about the video afterward. And then we analyzed the expression and recognition of emotions in their narratives. Although the participants watched the same videos, the teachers‘ narratives were different: (a) the characteristics of teachers‘ narratives about recognition of emotions were as follows: The A teachers viewed the emotions of the educators in the videos critically by keeping a certain psychological distance. The C teachers were sympathetic to the emotions of the educators in the videos. The D teachers descriptively discussed the emotions of the educators in the video. (b) The characteristics of the teachers‘ narratives about recognition of expressions were as follows: The A teachers expressed sympathy for the young children in the video by critically viewing the educators. The B teachers reflected on their own action with young children by replacing the educators in the video. The C teachers expressed sympathy for the educators in the video by assimilating with the educators.
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