Abstract
This study examined the mechanisms by which elementary school teachers’ understanding of early childhood education and care (ECEC) is promoted. A questionnaire survey of elementary school teachers in Osaka Prefecture was conducted. The results indicated that teachers with a deeper understanding of ECEC were more likely to regard ECEC as something that extends beyond the early elementary grades. This understanding was significantly related to the high level of collaboration between ECEC and elementary school teachers, and was indirectly enhanced through teachers’ perceived effectiveness of learning through the collaboration between ECEC and elementary schools. These results suggested ideas for improving elementary school teachers’ understanding of ECEC to promote collaboration between ECEC and elementary schools.
