Abstract
Essentially there is a clinical relationship between the child and the teacher, and in the relationship there is educational content which is needed for 'the child' at 'the time'. In order to find the content, the teacher has to understand the inside of the child, but this has been ambiguous. This research tries to provide related thigs about the teacher's clinical practice in dealing with children's learning, looking at the field of human science, especially clinical psychology. In the result of the practical inspection of the activity of elementary school second graders, the following were able to be extracted from looking at the widened and developed meaning of the activity : 'inter-subjective approach of the teacher', 'feedback and feed forward of the teacher' and 'moved' and 'moving' consciousness of the teacher'. In education which is more children-centred than today, it will be important that future teachers decide their treatment in the clinical relationship with children.
