@article{oai:oiu.repo.nii.ac.jp:00000246,
 author = {佐野, 友恵 and 森本, 恵美子 and 浅野, 俊道 and サノ, トモエ and モリモト, エミコ and アサノ, シュンドウ and Sano, Tomoe and Morimoto, Emiko and Asano, Shundo},
 issue = {1},
 journal = {国際研究論叢 : 大阪国際大学紀要, OIU journal of international studies},
 month = {Oct},
 note = {P(論文), As the regulations concerning training programs were revised in 2001, the training period for child-care workers was changed from two weeks to four weeks.
The next year, our department decided to have a four-consecutive-week training program for child-care workers, while most of those programs at other schools
consist of two separate two-week programs. There were three reasons for the decision. First, since the foundation of our
department, we have had much experience in four-consecutive-week training programs for kindergarten teachers. Second, the training programs at both kinds of
child facilities: child-care facilities and kindergarten, should be the same in terms of period, because children are children whether they are at a child-care facility or a
kindergarten. Third, the child-care facilities that accept our students as trainees agreed with our four-consecutive-week training program. In order to find the effects
of this new training program for child-care workers, a survey was conducted to the students who participated in the program. What we found by the survey is as
follows: 
1. Many students felt first two weeks very hard, but second two weeks easier and more pleasant.
2. They found out what to study at college after completing the training program.
3. They developed good relationships with the children and child-care workers and understood the characters of children’s behavior and the work of child-care workers.
4. They wanted to become child-care workers, understanding what was involved.
5. The four-consecutive-week training program was good for them.},
 pages = {141--161},
 title = {本学の保育所実習の実施に関する実態調査（I）－保育所実習の学習効果に関する学生の意識調査－},
 volume = {19},
 year = {2005}
}