Children should have some risky behavior for their better motor development. Therefore, it is thought that parent and child's communications and Safety/Danger recognition are necessary. They should also recognize the risky behavior are necessary or not for the children. The purpose of this study is to clarify the structure and the relation of the parent's sociality and Safety/Danger recognition in the children's daily life.
“Safety/Danger recognition” of the behaviors was constructed as one dimensional scale. “Acceptable level” of the risky behaviors consisted of five factors such as, “child-causal danger”, “parents-control danger of children”, “danger related like skill”, “danger by acting alone”, and “socially danger behavior”. “Communication of parent and child” consisted of four factors, “foundation of parent-child communication”, “Event participation and talk between parents”, “community-consciousness”, and “Discipline of the child and risky behavior” .
Both of children “recognition of safety and danger” and “action allowance level” positive relations were found among. Parents who have good communication with their children tend to recognize and put through the danger which in able to avoid by the parents and/or children care. On the other hand, they tend to prohibit risk behavior which are unpredictable danger and which children are difficult to cope it.

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Appropriate life rhythm is essential for the healthy development of children. The aim of this study is to examine the relationship between children's physical activity, life rhythm and motor ability. The sample size of this research are 125 children (61 boys and 64 girls, aged [M±SD] 4.66±0.29 years old) and their parents. The children's motor abilities were tested in five items. The children's parents filled out a survey about the children's life rhythm and physical activity. As a result of exploratory factor analysis, we actually derived “motor ability”, “physical activity”, “morning life rhythm” and “evening life rhythm”. In these four factors, first, fundamental model which high motor ability influenced to facilitate physical activity were selected. Next, as a result of comparing AIGs, the models were selected, which morning life rhythm, such as early waking time and breakfast time, influenced motor ability and evening life rhythm, such as long hours of sleep and early bedtime, influenced to facilitate physical activity. Finally, we tested the model including “motor ability”, “physical activity”, “morning life rhythm” and “evening life rhythm”. As a result, the comprehensive model consisting of the four factors indicate a sufficient goodness of fit and have greater accountability than a given criterion (CMIN=48.990 [df=41, ns], GFI=0.928, AGFI=0.884, CFI=0.884, RMSEA=0.040). Though evening life rhythm was no significant relation to physical activity, morning life rhythm influenced motor ability (p<.05) and motor ability affects physical activity (p<.005).

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This research aims to show the importance of imitation to preschoolers by explaining the function of imitation in the physical activity of preschoolers. “Physical activity” includes the following ; sports, dancing, rhythm and body expression activity. A case investigation was conducted on anecdotes collected from a survey with care providers at kindergartens and nurseries as well as some incidents I myself came to witness at one kindergarten.
The result showed that imitation could be classified into four patterns depending on the difference in relationship and transfiguration of those who imitate and those who are imitated. Based on these patterns, I was able to logically categories the internal feeling of the children in light of the functions of imitation. This led to the following conclusion. The role of imitation in physical activity is to “help stimulate physical communication with others.” It also creates “trend/boom” among children. Trends in physical activity spread through physical and uncertain communication rather than through clear and verbal communication with others. From this perspective, it can be said that physical activity among children provides them with the important chance of enacting physical communication with others.

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