In this paper I aim to introduce Montessori Materials for the "instrument" of expansive learning theory, and show a pilot study of "interventionist studies" (Engeström). In this study, I give support to teacher's educational practice what innovate in their public kindergarten by themselves. After world war Ⅱ, there was no chance to use Montessori Materials in any public kindergartens in Japan. But educational consequence of Material is not meaningless for us. So, I tried to examine according as their field condition and requests. In the linear study, at first, I confirmed that teachers were fallen into antinomy because of the introduction of Materials. But, after that variation developed multiform "temporal, historic dimension" (personal), besides the movement "spatial, social demension" (other class teachers, kindergarten system) occurred a little. In the second-stage study, I found the process of movement which extended whole teachers. The movement was caused by actions of children. As a result of the observation and the analysis, I show, it may be possible to use Montessori Materials for the "instrument" of expansive learning theory of "interventionist studies".
Yasuko Takeda, Osaka University, Japan
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