@article{oai:toyama.repo.nii.ac.jp:00014413,
 author = {成瀬, 絢子 and 中田, はるか and Pastor Matamoros, Sofia and 若山, 育代},
 issue = {2},
 journal = {富山大学人間発達科学部紀要 = Memoirs of the Faculty of Human Development University of Toyama},
 month = {Mar},
 note = {application/pdf, Common point can be seen in terms of Spain early childhood education and preschool education in Japan do, teaching through independent activities that basic education through the environment, children and play, attaches importance to respond to the characteristics of each infant. By the way about the environment that recognizes the need for the ability to set an appropriate environment conducive to proactive activities in early childhood as a professional competencies and facilities such as the kindergarten teacher in Japan, planned to encourage proactive activities in early childhood sets the strategic leadership challenge is considered. It has remained, gaining teacher knowledge and rich experience as a measure, not to mention an experienced teacher placement, cited the need to promote faculty personnel exchanges and joint training, but most touching examples of personnel exchanges between Japan and domestic training. Want to program is utilized in the international early childhood education, early childhood education abroad knowledge, taken around the world in this paper can share the fundamentals of kindergarten education in Spain, two countries of the same educational objectives of similarities and differences to reveal. Measures that can lead to an environment that encourages proactive activities in early childhood, to set strategic leadership skills, diverse teaching methods should be considered., Article, 富山大学人間発達科学部紀要, 11巻2号, 2017.3.15, Page 47-56},
 pages = {47--56},
 title = {幼児教育のカリキュラム及びその実践の比較 : スペイン・日本を取り上げて},
 volume = {11},
 year = {2017}
}