幼稚園での栽培活動を通して子どもは何を学ぶか : 3歳児クラス, 4歳児クラスの「おイモほり」の活動をめぐって

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(183) )t& 7 v ῌ ῒ ῑ ῍ Carey, S. Conceptual change in childhood. Cambridge, MA : MIT Press. 5¡¢* 6£7¤8 t+) K¥D¦7§ ¨©ª«¬9® Carey, S. Knowledge Acquisition : Enrichment or conceptual change ? In S. Carey & R. Gelman Eds. Epigenesis of mind : Essays on biology and cognition. Hillsdale, NJ : Lawrence Erlbaum Associates. ῌ . Carey, S. Sources of conceptual change. In E. K. Scholnick, et al. Eds. Conceptual change : Piaget’s legacy. Mahwah, New Jersey : Lawrence Erlbaum Associates. ῌ . Carey, S. & Spelke, E. Domainῌspecific knowledge and conceptual changes. In L. A. Hirschfeld & S. A. Gelman Eds. Mapping the mind : Domain specificity in cognition and culture. New York : Cambridge University Press. ῌ . Case, R. The development of conceptual structures. In Damon, W. et al. Eds. Handbook of child psychology, 5th ed. Vol. . New York : Wiley. ῌ . Cole, M. The zone of proximal development : Where culture and cognition create each other. In J. V. Wetsch Ed. Culture, communication, and cognition : Vigotskian perspectives. Cambridge, England : Cambridge University Press. ῌ . Coley, J. D. On the importance of comparative research : The case of folkbiology. Child Development. , ῌ . Gauvain, M. The social context of cognitive development. New York : Guilford. Hatano, G. & Inagaki, K. Young children’s naive theory of biology. Cognition, , ῌ . -.¯:;*°±²³ <´µ= > ?hi¶ @ ?Z

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(188) ijklUXY pOQ efgh$ ^t XYuk῎ZUZXY ῍ Perner, J. Understanding the representational mind. Cambridge, MA : MIT Press. Rogoff, B. Apprenticeship in thinking. New York : Oxford University Press. Spelke, E. S. Physical knowledge in infancy : Reflections on Piajet’s theory. In S. Carey & R. Gelman Eds. Epigenesis of. (. mind : Essays on biology and cognition. Hillsdale, NJ : Erlbaum. ῍ . Spelke, E. S. Initial knowledge : Six suggestions. Cognition, , ῍ . ( VWXYU p OQ efgh$ ^t XY uk ῎ ZUZXY ῍ ( U ¡ ῌῌ VWU¢£¤¥¦U§¨9 ῌῌ ©ª ῌ῎ H ῍ «¬($A®( qU¯®UXY῎k 4° ±²³

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