国際的視点から見る日本の幼児教育・保育の現状と課題
秋田喜代美（東京大学）
2020/2/20@国立教育政策研究所

はじめに 日本社会が直面している課題• 少子化 １．４２（全国） １．２０（東京）• 高年齢出産 東アジア共通の課題• しかし、日本は保育者の数も不足（待機児童の解消 労働環境）

日本 出生数と合計特殊出生率
合計特殊出生率

1200000

1.5

1.42 推計

1000000

864000918400800000

1.45
1.4
1.35

6000001.3

日本 出生数

4000001.25

200000

0

1.2

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

1.15

2019 厚労省

保育士 離職率

離職率（公営 5.8％

９.１％
私営 10.8％）

日本保育・幼児教育の現状 質と平等への挑戦•

量的課題 地域間・家庭間の格差解消

少子化
過疎化
閉園等
保育士不足

都市化
待機児童
保育施設不足
保育士不足
施設の多元化•質への挑戦：保育・教育の質の向上

国• 幼児教育の無償化• カリキュラムの改訂（定）• 保育士等キャリアップ研修制度• 幼児教育センター・幼児教育
アドバイザー制度
自治体 • 幼小接続カリキュラムガイドライン
等作成
園• 園内研修や公開保育による充実• 園の自己評価・第三者評価

管轄の一元化の重要性の指摘（ＥＵ，２０１９）３８か国４３システム

３歳未満も一元化 半分、 ３歳未満はガイドラインなし ３分の１

日本の幼児教育の４つの特徴 園・地域の独自性①育てたい資質・能力（コンピテンシー）
１０の姿

全人的な教育 大綱化②カリキュラム ５領域（経験領域での構成）
知・徳・体、心情を大事にする
③教育方法

遊び

環境を通しての教育・保育

自然・四季の行事④育ちを捉える評価と研修観察と記録、振り返りと対話の重視

① 資質・能力（コンピテンシー）を育む
・【知識及び技能の基礎】【思考力、判断力、表現力等の基礎】【学びに向かう力、人間性等】 国際的に同じ方向
日本の独自性・育ってほしい、育みたい１０の「姿」を強調 ：具体的な子どもの様子を見て、心情を察し、育ちのプロセスをとらえる
・幼児期の終わりまでに育ってほしい姿をもとに小学校以上との連続性を見通すCompetencies to be nurtured in pre-school education
Elementaryschool andabove

Abilities to think, make
Motivation to learn,
judgement andand humanity
express themselves

Knowledge, skills*The competencies shown below are examples; they are developed(Education Provided through Environment)

Early Childhood Education

through comprehensive guidance through play.

Foundation for knowledge and skills(What can children feel, notice, understand, and do through gaining
rich experience during play and daily life?)• Acquisition of basic lifestyle habits, necessary
skills for daily life
• Development of somatic awareness• Discovery of rules, regulations, connectiveness• Joy of noticing, discovering various things• Understanding of language necessary for dailylife• Acquisition of basic skills for diverse activities,
artistic expression etc.

Foundation for gaining abilities to think, makejudgement and express themselves(How can children think, experiment, create solutions, and express
themselves while utilizing what they notice and can do during playand daily life?)• Trial and error, thinking things out• Anticipating, predicting, comparing, classifying,confirming• Joy and fun of encountering other children’s ideas,
making own ideas• Expressing, communicating through language• Reflecting, anticipating the future• Expressing oneself in one’s own way• Joy of expressing oneself
etc.

Comprehensive
instruction
through play•
••
•
•
•
•

Sympathy, stable emotional state, confidence
Acceptance of other’s feelings
Curiosity, Inquisitiveness
Dealing with conflict, facing oneself, compromising
Discussing, sharing goals and cooperating for their achievement
Developing a sense of the beauty, fun of color, shape, sound, etc.
Developing interest in natural and social phenomena etc.

Motivation to learn, and humanity(How can one lead a better life while developing emotions, volition, behavior?)

・The competencies shown in
the three circles are main items
taken from the five areas of“Aims and contents” and “Howchildren should grow up by theend of early childhood”; theitems are divided according toconvenience.

“How children should grow up by the end of early childhood”
Healthy
body andmind

Independence CooperativenessThis is NOT anattainmentBurgeoning
abilities tothink•Respect forlife

Emerging
understandingof morality,
consciousness
of norms

Participationin life ofsociety

Trajectories
Sense of,interest in
amounts andshapes, signs
and words, etc.

Communication
throughlanguageRichsensibility
andexpression

With awareness of “how children should grow up by the end of early childhood,” of how theyshould develop during play, when giving guidance, kindergarten teachers must consider how tomake the conditions so that each child can obtain the experience necessary for development,
and how to give the necessary support.

Image of Starting Curriculum

a c t i v i t i e s

M o r a l s

Aim is to foster in the following ways students’ competencies in order to become independent and enrich theirlives by making use of their way of discipline-based epistemological approach about their own lifestyles throughconcrete activities and experiences.
• Students notice the special characteristics and merits of themselves, people close to them, society andnature, and the connections among them, and develop the necessary habits and skills for daily life during theprocess of activity and experience.
• Students capture the relations with people near them, society, and nature, and develop the ability to think
about themselves and their own lifestyles and express their views about them.
• Students develop the attitude of trying to learn with confidence and motivation, to act on people near them,society, and nature, and to enrich their own lifestyles.

Psysical education

Living Environment Studies＜“discipline-based epistemological approach” about familiar living environment＞
By noticing, comparing, classifying, associating, testing, predicting, dealing with, etc. familiar
people, society, and nature, students think about their own lifestyle.

S p e c i a l

Inquiring vision and thinking
Students utilize comprehensively their way ofseeing and thinking for each subject, get anoverall, bird’s-eye view of a wide range ofsocial phenomena from various perspectives,and associate this within the context of realsociety and life and their own way of life.

H a n d i c r a f t s

Pre-kindergarten stage: life at home
and in the community

Science
理科
Scientific viewpoint and way ofthinking
Students use problem-solving methods
to capture, compare, and associatefamiliar things and phenomena innature from a scientific perspective,
such as finding qualitative andquantitative relations and space-timerelations, etc.

M u s i c

Early childhood
education

Developing and learning thecompetencies and “discipline-based
epistemological approach”
depending on the characteristics ofthe early childhood period during
play and daily life.

Arithmetic

LinkingWith the qualities that should be nurturedby the end of the pre-school period as aguide, teachers ascertain the qualities thechild has acquired and wishes to further
develop. This period nurtures thecompetencies and the balanced “disciplinebased epistemological approach” developed
under comprehensive guidance based on
the Intentional and planned building of anenvironment by encouraging more
independent and cooperative activities thatare related to the acquired qualities, etc.

Time
for integrated study
総合的な学習の時間

a n d“discipline-based epistemologicalapproach” about social phenomenaStudents notice and discover, compare,classify, and synthesize social
phenomena, such as the expanse ofposition and space, the passage of timeand periods, the interrelationshipbetween events and people, etc., andassociate them with people’s daily lives.

Japanese language

Lower grades of elementary school

The start curriculum centers on lifestylestudies, and with the inclusion of joint andrelated instruction, takes measures so thatchildren can demonstrate the qualities they
have developed up to the end of the earlychildhood period within the context of their
daily lives. This is a period that will lead to thelearning, depending on the characteristics ofeach subject, the competencies and the“discipline-based epistemological approach”
comprehensively nurtured in the pre-schoolperiod through measures, including shortperiod learning.

Socialstudy
社会A r t s

Elementary andjunior high school“discipline-basedepistemologicalapproach” depending on
characteristics of subject,etc., and fostering ofcompetencies andlearning of subjects in acomprehensive,integrated, and crosssubject system.

These 10 figures areinterconnected to“Starting Curriculum”
leads to learning
responds to the characteristics
cover
all thatsubjects
at of each school subject
primary school
These 10 figures areinterconnected tocover all subjects at
Characteristics to beprimarynurtured by end of early childhood
Healthy健康な心と体
body and mind
自立心
Independence
協同性
Cooperativeness
道徳性・規範意識の芽生 え of norms
Emerging understandingof morality, consciousness
社会生活との関わり
Participationin life of society
Burgeoning abilities to think
自然との関わり・生Respect for life 命尊 重Sense of, interest in amounts and shapes, signs and words, etc.
言葉による伝え合い
Communication
through language
豊かな感性と表現
Rich sensibilityand expression*Shows relationships based on “discipline-based epistemological approach” for each subject. The degree offocus for the items in “How children should grow up by the end of early childhood” is shown so that therelationship with elementary school education is understood, and basically, they have a connection with allsubjects, but it is necessary to consider explicitly the links with the more applicable parts. There is no intention
to advance ahead of schedule elementary school education into early childhood education.

② 国のカリキュラム
共通性• 総合的、統合的である• 乳児期からのカリキュラム
独自性• 1989年から 5領域（健康、人間関係、環境、言葉、表現）• 「能力」領域 ＶＳ 「活動経験」領域 日々の生活経験Tradition: since 1989, 5 areas for 3-5 ysHealthExpression

Language

Humanrelationship

Environment

Enhancing descriptions of ECEC contents for infants andunder 3 years of age
Images of descriptions of ECEC contents for infants years old)
Expression

Language

Care

Relating withfamiliar
environments andcultivating
sensibilities

Relating andconnecting withfamiliar people
Human
Relationship

Environments

Growing in
healthymanner
Health※Through everyday lifeand play, to cultivate thefoundation of physical,
emotional, and social
development of children

Enhancing descriptions of ECEC contents for infants andunder 3 years of age
Images of descriptions of ECEC contents for infants years old)
Demands forExpression
Languageinfants andtoddlers care
Relating withfamiliar
Relating andenvironments andconnecting withcultivating
Basis offamiliar peopleCaresensibilities
learning

Only Dev. StageFirst describingat Curri.
Connecting toover 3ys

Human
Relationship Relation with 5 areas Environments

Growing in
healthy manner
Health※Through everyday lifeand play, to cultivate thefoundation of physical,emotional, and social
development of children

例 クラス週案・月案の作成（宮前幼稚園、２０１９）① 先週の子どもの姿（事実）を出し合い、予想される子どもの姿（解釈）を考える② クラスのねらいを定める③ 保育者の関わりと配慮点を考える（手立て：教材や環境 人的環境）④ 子どもの姿（結果）から再度、評価・反省（事実＋解釈）を行う

②ねらい①子ども理解
事実解釈③手立て④評価（ふりかえり）
事実解釈

③ 遊びの重視• 環境を通しての教育• 子どもの好きな遊び、戸外遊びを大切にする• 四季の自然環境、命あるものとの出会い

環境を通して行う教育「幼稚園教育要領総則」より
幼児が身近な環境に主体的に関わり環境との関わり方や意味に気付き、これらを取り込もうとして試行錯誤したり、考えたりする

幼児と共によりよい教育環境を創造（構成と再構成）

環境の工夫 ：構成者としての子ども場づくり

素材や物の工夫

名前を付ける• 築山など• コーナー等の見直し• 使いやすさ、扱いやすさ• 地域性• きっかけや興味、タイミング• 愛着• 保護者や地域とともに丁寧な保育場を創り、そこで子どもをとらえる保育者の専門性

遊びを問う視点
試す
物、事象への関わり
ｔｒｙ, experiment, taste
自分の能力の限界 test
意志をもって実際に行為初めてやる 主体的

工夫する
願い、思い
目標 目的をもっての探索と探究 explore,inquiry 対話的つくり出す
つくり出す
生み出す
表出、表現
深い学び

どのような姿を捉えるのか？
できる

できようとしている姿
佇む 試す
できない

見守る
汲み取る

④ 姿をとらえる記録と共有• さまざまな団体や研究会が、戦後幼児教育のために 研究者と共に研究会を行ってきた伝統。
実践記録を書き、省察する伝統。
• 一人一人の子どもを捉える。
• 例えば、東京保育問題研究会 城戸幡太郎
戦後 乾 孝 伝え合い保育これから：地域で協働し学び育ち合うネットワークの形成

広域• 幼児教育センターや各種団体内団体間での研修• E-learning等

地域• 園間、幼小連携ネットワーク形成、• 幼児教育アドバイザー• 多様な人材の関与

園内• 園内研修• 多様職種間の連携