Abstract
This paper aims at clarifying how a third-grade child became self-dependent as a presenter. Through a one year
fieldwork study, the analysis focused on changes in her actions during presentation, changes in the relationships among
the presenter/audience/teacher, and changes in the issues affecting her self-dependency. The following process was
observed: 1) The child's low voice when presenting was frequently pointed out to her. The teacher's advice to read
loudly supported the establishment of interactions between the child and the audience. 2) The character of the child was
understood by the teacher through observing how the child handled the presentation artifacts. 3) The audience
commented directly to the child that they could not hear her voice. Therefore the issue of the child's "low voice" was
also an issue for the audience. 4) Exchanges of questions and answers took place between the child and audience. At
this time the "low voice" was no longer an issue. It became clear that self-dependency as a presenter can be argued
from the following four points: 1) awareness and dissolution of the issue(s) affecting the presentation, 2) being heard
by an audience, 3) observations and expectations from teachers and others, and 4) duality in the individual and the
relational nature of self-dependency.
