@article{oai:hosen.repo.nii.ac.jp:00000152,
 author = {佐藤, 有香 and 相良, 順子 and Sato, Yuka},
 journal = {こども教育宝仙大学紀要},
 month = {Mar},
 note = {Perspectives of Nursery teachers in understanding infants were investigated through empirically classifying and refining　the categories that have been developed in preceding studies. Participants were nursery teachers (N = 136). They were shown
video images of infants in everyday life at nursery schools. Participants were required to respond to questions about the internal　world of the infants and reasons for their behaviors, by using free descriptions. These responses were analyzed and four categories　indicative of perspectives in understanding infants were identified: external understanding, internal understanding, background,　and internal understanding of others. “Internal understanding of others” was an original category, first identified by the present　study and is considered important for advancing the understanding of infants. Furthermore, the following sub-categories of　internal understanding were considered to be original and concrete perspectives: “motives, motivations, and desires,” “emotions　and interests,” “cognition and thinking,” and “internal understanding of others.”},
 pages = {29--36},
 title = {保育者における幼児理解の視点},
 volume = {5},
 year = {2014},
 yomi = {サトウ, ユカ and サガラ, ジュンコ}
}