Research aims
Students in ECEC training program learn specialized knowledge and skills through classroom lectures and off-campus training, but they also learn through fieldwork in seminar classes. The purpose of this study is to clarify what kind of learning occurs when students in ECEC training program engage in fieldwork activities together with students from department of architecture & design.
Relationship to previous research works
Shirakawa et al. (2024) found that there are learning benefits when students in ECEC training program do fieldwork with students from other departments. In this study, we will examine what kind of learning is possible for students in ECEC from students in other department.
Theoretical and conceptual framework
Our study draws on the theories of L. S. Vygotsky who described ‘zone of proximal development’ and Wood’s theory dealing with ‘scaffolding’.
Paradigm, methodology and methods
We surveyed 3 students in ECEC training program and 11 students from department of architecture and design with a questionnaire. The methodology and paradigm used in this study was quantitative approach.
Ethical considerations
Participants were provided with a consent form prior to the start of the study and were also offered the opportunity to withdraw from the study at any time.
Main finding or discussion
The fieldwork used in this study included nursery schools and nature experiences. It was clear that the students in ECEC training program became more aware of their own professionalism in childcare by observing children's activities in nurseries and conducting interviews with caregivers together with students in department of architecture and design.
Implications, practice or policy
This research can contribute to the development of implications to enhance the childcare qualities of students in ECEC training programs.
