Abstract
This study aimed to understand the childcare practice transformation of a first-year kindergarten teacher by focusing on interactions with an observer in a different position. Participant observation was conducted based on the concept of unlearning as an analytical framework during class activities at a kindergarten, evaluating the childcare practice of the teacher in situations in which behaviors of children deviated from those intended by the teacher. The result showed that, by appropriate suggestion and support from the observer, the teacher’s unilateral way of practice transformed into more children centered. This suggests that a series of event sharing between the teacher and the observer underpinned by the partnership-based understanding of children triggered this transformation.
