The Influence of the Classes about the Child Care on the Child Image in the Female High School Students

地域保健分野で思春期に対する母子保健の取り組みがなされている.また, 家庭科教育でも母子に関する教育が行われており, 学校教育との効果的な連携が望まれる.そこで, 授業(家庭科・保育)の子供イメージヘの効果を知ることを目的として授業前後の子供イメージをSemantic Differential Method(SD法)を用いて調査した.対象は, 丁高等学校普通科2年生女子157名中, 保育の授業の開始前と終了後の2度の調査用紙の照合が可能であり, 全項目に回答のあった119名である.因子分析により, 「好感度」「対人関係の印象」「生活態度の印象」「情動性の印象」「活動性の印象」「感触の印象」「気性の印象」の7因子を抽出した。そして因子ごとに授業前後の得点を比較した.その結果, (1)「好感度」「対人関係の印象」「生活態度の印象」「情動性の印象」「感触の印象」の5因子が授業後に, より肯定的に変化していた.また, (2)乳幼児との遊び体験の有無が「好感度」を高める要素として重要であると考えられた.
The purpose of this study was to clarify the influence of classes about child care in students' child image. The objects was 157 female students of a general course, the 2nd grade of the high school. Questionnaires about child image using Semantic Differential Methods, was undertaken before and after the classes. and 119 objects (75.8%) filled questionnaires completely. From the questionnaires done before the classes, 7 factors of child image were extracted by the factor analysis, named good feeling, impression of personal relationship impression of life attitude impression of sympathy, impression of child activity, impression of touch and impression of temperament. The results were as follows; 1. Five factors good feeling, impression of personal relationship, impression of life attitude impression of sympathy and impression of touch, showed significantly higher scores done after the classes than the before, and those changes were affirmative. 2. The objects of positive past experience of play with child showed significantly higher score of good feeling than the others, and that suggested that this experience was an important element for child image.