@article{oai:shizusan.repo.nii.ac.jp:00001771,
 author = {日隈 , 美代子 and ヒグマ, ミヨコ and 中澤 , 幸子 and ナカザワ, サチコ and 柳生 , 明子 and ヤギュウ, アキコ and HIGUMA , Miyoko and NAKAZAWA , Sachiko and YAGYU , Akiko},
 issue = {2},
 journal = {環境と経営 : 静岡産業大学論集, Environment and management : journal of Shizuoka Sangyo University},
 month = {Dec},
 note = {Starting in the 2019 academic year, the curriculum for the childcare teacher training program was restructured and became a new program. Among them, “Psychology of Childcare I” and “Psychology of Childcare II” were restructured, and “Psychology of Childcare”, “Psychology of Child and Family Support”, and “Understanding and Support of Children” were established. Therefore the changes in psychology courses in the nursery school curriculum and the significance and relevance of these three subjects were examined, and what the role of psychology subjects. In conclusion, psychology can be an effective tool to bring a diversity of perspectives and deeper understanding in childcare practice, and shown that systematization of contents and collaboration between subjects is essential for the professional development of childcare workers.},
 pages = {13--24},
 title = {保育士養成課程における心理学領域科目が担うもの ― 科目「保育の心理学」「子ども家庭支援の心理学」 「子どもの理解と援助」から考える ―},
 volume = {26},
 year = {2020}
}