The Process whereby Mothers Increase Participation at Child-Rearing Support Facilities

Analysis Using Legitimate Peripheral Participation

Abstract

A mother’s role begins when a child is born, but there is no curriculum or school for becoming a mother. In this situation, local community child-rearing support facilities are regarded as places for mothers to refresh themselves. Therefore, I thought it was necessary to investigate the fact that mothers enhance their child-rearing abilities while engaging in situated learning during their interactions at child-rearing support facilities. In this research, I analyzed the words of mothers using the Modified Grounded Theory Approach, and evaluated results using the theory of legitimate peripheral participation. I found that mothers engaged in situated learning about child rearing, and enhanced their child-rearing abilities and self-efficacy in various situations and with different people with whom they interacted at child-rearing support facilities.