Appropriate Disaster Preparedness Education in Classrooms According to Students Grade, from Kindergarten through High School Contrivance of an Educati

Appropriate Disaster Preparedness Education in Classrooms According to Students Grade, from Kindergarten through High School Contrivance of an Education of Disaster Preparedness System and Class Practice * ** ** Reina TAKAHASHI Kyoko HIRATA Takashige ISHIKAWA Abstract Preparing for a potential Tokyo inland earthquake is a current urgent issue considering the frequency of earthquakes in Japan in recent years. This paper focuses on disaster preparedness education during kindergarten through high school and considers the mode of education for disaster preparedness according to students grade. The mode of education is indicated systematically based on findings of present disaster preparedness education. These methods include self-help, mutual assistance, and public assistance. As a result, we plan our curriculum according to the age that children and students can predict and avoid danger through their judgement and can consider the safety of others. This method was inspected through class practice and the validity was confirmed. From now on, we need to prioritize the content development of disaster preparedness education. We need class programs that enable teachers to practice without being a specialist in disaster preparedness. Key words: disaster preparedness education grade earthquake disaster mitigation elementary school junior high school 1 1 * Former Graduate School of Home Economics, Division of Housing and Architecture ** Department of Housing and Architecture 2 3-177 -

2 2 2 4 4 5 6 11 60 2-1 5 2 2 Table 1 3 4 5 2-2 5 4 6 4 3 3 Table 2 Table 3-178 -

幼稚園から高等学校までの学年に応じた学校防災教育の検討 Table 1 Revised learning objectives targeting disaster preparedness education Table 3 An example of specific contents on disaster preparedness learning Fig. 1 8 4-179 -

Table 2 Small classifications according to each grade - 180 -

幼稚園から高等学校までの学年に応じた学校防災教育の検討 Fig. 1 Percentage of self-help, mutual assistance, and public assistance 3 2 7 Table 4 A b Table 6 Table 6 Timetable of a class Table 4 Class practices and target grades 4-1 A C Table 5 Table 5 Outline of a class C - 181 -

3 Table 7 Table 7 Outline of questionnaire Fig. 3 Difference in the degree of understanding among children Fig. 2 C 35% 29% Fig. 3 Fig. 4 Fig. 4 The number of causes of fire which children remember 52% Fig. 5 Fig. 2 How do you act when an earthquake occurs? Fig. 5 How do you act when you discover a fire? - 182 -

幼稚園から高等学校までの学年に応じた学校防災教育の検討 88% Fig. 6 Table 8 Outline of a class Table 9 Timetable of a class Fig. 6 Children s assessment of the difficulty of class 86% 95% Fig. 7 Fig. 8 Fig. 7 Change of interest in earthquakes after class 4-2 b Table 8 b Table 9 Fig. 8 Imitation Japanese vellum substitute for notice boards which children made through group work - 183 -

Table 10 Fig. 8 Table 10 Outline of questionnaire 90% Fig. 9 30% Fig. 10 Fig. 10 Accuracy rate of definition of vulnerable people Fig. 9 Can you imagine when a disaster will happen? 96% 40% Fig. 11-184 -

幼稚園から高等学校までの学年に応じた学校防災教育の検討 Fig. 11 Students assessment of difficulty of class 4-3 Fig. 3 Fig. 12 4-4 12 2 4 Table 11 Table 11 Learning objectives and contents which we inspected Fig. 12 Number of definitions of vulnerable people which students remember - 185 -

5 1 http://www.kkc.or.jp/ release/detail.php?page=1&year=2012&id=84 2013 3 2 22 pp.133-142 28 3 3 60 pp.79-85 25 3 4 http://www.mext.go.jp/a_menu/kenko/anzen/ 1289310.htm 25 3 5 http:// www.mext.go.jp/a_menu/shotou/new-cs/index. htm 25 3 6 http://www.bosai-study. net/bcp/index.html 27 8 20-186 -