Abstract
In Japan, the basic values of early childhood education and care (ECEC) changed after the Course of Study for Kindergartens in 1989. This study aimed to clarify what sort of values teachers depend on to make a practice plan. The year 1999 was a time when a written policy for childcare could have been entrenched in teachers' values. This is meaningful when examining how teachers' values would change under this policy. My questionnaire consists of forty items based on the results of a pilot survey (free answers) of eighteen teachers (3 from Tokyo, 15 from Gunma Prefecture), and the research results of Hori (1997) and Sugimura et al. (1991). This study adds two items, organization and facility, to the analysis in order to clarify what conditions determine the optimum development of teachers as they gain experience. The results do not disregard previous research concerning the attitudinal changes as one gains experience.
