Abstract
The purpose of this study was to visualize and clarify the growth and learning of kindergarten teachers at daily conferences which provided them with an opportunity for reviewing daily childcare activities. Qualitative analysis of discussion made at daily conferences confirmed that teachers developed their expertise on childcare by repeatedly reviewing discussion contents. This expertise development was promoted by encouraging a self-reflection and child-centered perspective. Evaluation of conditions that affected teachers in their expertise development revealed that the teacher’s learning process was directed based on three conditions (existence of suggestion, feasibility, and validity of the discussion).
