In Japan, the decline of visual function, sleep problem and fatigue etc. of children is worried about with spread of Internet. Therefore the purpose of this study was to make clear the relationship between the Internet-addiction tendency and visual function, sleep situation and fatigue in junior high and high school students. The subjects were 625 students (379 boys and 246 girls) registered at a private junior high and high school in the metropolitan area. All research was conducted at the period from April to July 2015. The data of Internet-addiction tendency, naked vision, stereoscopic vision, bed time, wake-up time, sleeping hours, fatigue subjective symptoms were collected in this study. The eight items that were made based on the questionnaire of Young KS by Ministry of Health, Labour and Welfare study squad were used in the investigation of Internet-addiction tendency. The main results that was shown by the above survey were as follows; 1) The stereoscopic vision function of "morbid use" was significantly lower than "adaptive use" in high school students. 2) Similarly, there were the later bed time and the shorter sleep hours in “morbid use” than “adaptive use” in junior high and high school students. 3) Furthermore, the fatigue subjective symptoms of “morbid use” were higher than “adaptive use” in junior high and high school students.

  From these findings, we reached the conclusion that the visual function, sleep situation and fatigue subjective symptom of children were related to Internet use.

  This study investigated the daily interactions between children with developmental disorders or developmental failures and their grandparents. Interviews were conducted between July 2013 and August 2014 with 35 nursery teachers who had experience taking care of children with developmental disorders or developmental difficulties. Qualitative analysis was conducted with an inductive approach, and the data were organized into 3 categories: “Impact on children with developmental disorders or development failures,” “Impact on the parental guardian,” and “Attitude of the grandparents.” Results indicate that “Attitude of the grandparents” impacts the sociability of children with developmental disorders or developmental failures and, with regard to the guardians. Their attitude and lessened the burden of childcare and resulted in a positive approach to tackling the issue of the parental guardian. However, it was found that if the grandparents did not understand, this led to tormenting the children and the parental guardian. Therefore, we conclude that understanding from the grandparents was important.

  The importance and challenges of “food” are apparent today. This study focuses on parents’/guardians’ marital relationships while aiming to clarify the connections these relationships have with children’s food education awareness and specific activities regarding food education.

  This study’s findings are as follows. First, we found that when “marital relationship satisfaction” and “spouse childcare participation satisfaction” among parents is high, children’s “food education awareness” is high and they are actively engaged in “specific activities regarding food education.” We also found that among “specific activities regarding food education,” there were strong trends toward “food environment building” and “connecting through food.” We can presume that stability of the parents’/guardians’ own lifestyle is, to some extent, a prerequisite to understanding the importance of children’s food education and concretely enriching children’s food environments．

  Second, we found that even when “food education awareness” is high, there are both the items that are difficult to approach as well as items that are easy to approach when moving toward specific food education activities. The easy-to-approach items for “food environment building” were exemplified by “trying to eat 3 meals at mostly fixed times,” and “serving the appropriate amounts of food”; for “table manners: trying not to leave the table and make noise,” and “trying not to have them spill food and make a mess”; and for “connecting through food”: trying not to let them eat alone,” and “trying to have pleasant conversations during mealtimes,” among other items. On the other hand, the difficult-to-approach items for “food environment building” were “choosing foods with a chewy texture” and “connecting through food”: making meals with the children even if burdens increase,” among other items. In the future, it will be necessary to have a proactive attitude for approaching difficult items.

  Having a positive attitude and effort toward parent/guardian marital relationships contributes to the enrichment of children’s food education.