Abstract
We evaluated two-hundred and twenty high school students in terms of their consciousness concerning childcare learning activities using pre- and post-learning surveys and descriptions of their impressions Their consciousness regarding the children was classified into two groups, namely ‘some familiarity’ and ‘no familiarity,’ with the number of the ‘some familiarity’ increasing after the learning activities. Consciousness change was classified into four groups, namely (1) from some familiarity to some familiarity, (2) from no familiarity to some familiarity, (3) from no familiarity to no familiarity, and (4) from some familiarity to no familiarity. The core of the learning activities, composed of interrelation between students and children through the medium of teaching materials and activities, was found to be supported by the school and kindergarten and nursery teachers. In addition pre- and post-learning, activities positively affected student’s consciousness through the participation in childcare learning by the students, the class activities, and the support of the school and kindergarten and nursery teachers.
On the basis these findings, a program to address the process of the change in student’s consciousness designed.
