@article{oai:nisikyu-u.repo.nii.ac.jp:00000061,
 author = {岩根, 浩 and IWANE, Hiroshi},
 issue = {10},
 journal = {西九州大学子ども学部紀要, Journal of children's studies of Nishikyushu University},
 month = {Mar},
 note = {Revisions were made to the National Kindergarten Education Guidelines and Elementary School Curriculum Guidelines in March 2017. These guidelines aim to further engender “the power to live,” and summarize the qualities and capabilities that should be developed through an overall curriculum, namely the three pillars of “knowledge and skills,” “abilities to think, judge, and express,” and “the en- ergy and humanity to learn”.
In particular, with kindergarten education, where the foundations of character are cultivated, the guidelines  clarify  what  “should  be  nurtured  by  the  end  of  kindergarten,”  and  emphasize  efforts  to smoothly connect with education in the lower grades of elementary school.
This paper considers the aims and content of the area of “Words” in the National Kindergarten Education Guidelines and their relationship with the goals of the National Elementary School Curricu- lum Guidelines (lower grades), while discussing the direction of how the sense of words should be de- veloped with an eye to kindergarten and elementary school continuity.},
 pages = {93--102},
 title = {研究ノート　幼児期における言葉の感覚の育成に関する一考察―幼少の連続性を視野に入れて―},
 year = {2019},
 yomi = {イワネ, ヒロシ}
}