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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正しい生活リズムは, 子どもの健全な発育に不可欠である. 本論文の目的は, 幼児の身体活動と生活リズムおよび運動能力の関係について検討することである. 研究対象は, 幼児 125 名 (男児 61 名, 女児 64 名, 年齢 [M±SD] 4.66±0.29 歳) とその保護者である. 幼児には 5 項目の運動能力テストを実施した. また, 保護者には, 幼児の生活リズムと身体活動に関する調査を実施した. 探索的因子分析の結果, 「運動能力」「身体活動」「朝の生活リズム」「晩の生活リズム」の 4 つの因子が抽出された. これらの因果構造は, まず, 高い運動能力が身体活動を多くするという基本モデルが選択された. 次に, AIC で比較した結果, 早起きや早い朝食の生活リズムは, 運動能力が高くなることに影響を与え, 早寝や長い睡眠時間の生活リズムは, 身体活動の多さに影響を与えるモデルが選択された. 最後に, 「運動能力」「身体活動」「朝の生活リズム」「晩の生活リズム」の総合的なモデルを検証した. その結果, 4 つの因子から構成される総合的なモデルは, 十分な説明力 (CMIN=48.990 [df=41, ns], GFI=0.928, AGFI=0.884, CFI=0.884, RMSEA=0.040) を満たすことが確認された. 晩の生活リズムと身体活動において有意な関連は認められなかったが, 運動能力と身体活動 (p<0.005), 朝の生活リズムと運動能力 (p<0.05) には有意な関連が認められた.

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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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