我が国では，乳児期の粗大運動において座位の獲得が代表的な発達指標のひとつとされている。1940年代から1960年代のピクラーの研究により，乳児の運動発達は仰向けからうつ伏せに寝返り，ずり這い，四つ這いと自発的に全身運動を獲得した後に，大人による支えなく自力で，座位へと移行することが報告されている。しかし，その研究以降の半世紀にわたり，乳児の座位の獲得過程の観察や年次ごとの変化が十分に検討されていない。本研究では，西日本3県（兵庫県，岡山県，鳥取県）の保護者のアンケート調査により，260人の乳児が生後，仰向け姿勢からうつ伏せ姿勢へ寝返りを獲得した後，匍匐姿勢から座位を獲得する過程について調査を行った。その結果，38.8％の乳児は，ピクラーの研究結果と同様にずり這いや四つ這いを獲得した後，座位を獲得したことが明らかとなった。他方61.2％の乳児が，座位姿勢獲得後にずり這いや四つ這いを獲得した。育児用品の普及などの文化的な理由と，厚生労働省が交付する母子健康手帳の様式における運動発達マイルストーンの記載順序が，匍匐姿勢の獲得以前に座位を獲得する乳児を増加させる原因の可能性としてあげられた。この調査結果を踏まえ我々は，母子手帳の記載には，乳児の日常生活の中で自発的に現れる運動発達の過程を踏まえた，明確な表現が採用されることを提案する。さらに，乳児の自発運動を促す物的・人的環境が検証され，整備されることが望まれる。

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The COVID-19 discovered at the end of 2019 has thrown the world into confusion. Under such situations, in Japan, the Prime Minister announced a policy to request temporary school closure (SC)of elementary schools, junior high schools, high schools, special schools, etc. nationwide, on February 27, 2020. In response to this, on the 28th of the following day, the Ministry of Education, Culture, Sports, Science and Technology requested a temporary closure from March 2 of the same year until the start of the spring holiday, and the children were suddenly forced to take a long-term closure. It is not difficult to imagine that such a situation will have a great impact on the child's body and mind. Therefore, this study aimed to grasp the children’s troubles and parents’ worries during and after SC. In this study, we conducted the school survey about the number of enrolled students, location of school, the duration of SC and the web survey about children’s troubles and parents’ worries during and after school closure. These surveys were conducted in May 2020 with the cooperation of 31 public elementary and junior high schools in a metropolitan and 3 prefectures. The subjects were 31 persons (a person in a school) for the school survey and 14,903 child-parent pairs for the web survey. In the web survey analysis, 2,423 pairs of the survey during the SC (1,974 pairs of elementary school, 449 pairs of junior high school) and 1,341 pairs of the survey after SC (1,214 pairs of elementary school, 126 pairs of junior high school) data was used. The findings obtained as the results of this study are as follows. 1) Although these schools were closed for a shorter duration than those in foreign countries, they had the same closed period as many schools in Japan. 2) The top three children’s troubles faced during SC included “Can’t meet friends,” “Can’t go out outside as wish,” and “Lack of exercise,” and the top three parent’s warries faced during SC included “Can’t be taught study,” “Can’t go out outside as wish” and “Lack of exercise.” 3) Although the complaint rate of children’s troubles after SC decreased from those during SC in all 12 items, the newly established “Mask wear” and “No school events” after SC were shown the high complaint rate. 4) There were gaps in children’s troubles and parents’ worries, and it was speculated that there was difference in what they wanted from the school.

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This study examines health education in early childhood (the health field) from the perspective of the development of inner expression. This paper examines how young children perceive their inner bodies as an initial stage of research and clarifies s how this perception can be expressed through drawing and language. In parallel, we discuss the educational significance of expressing perception of the inner body. Accordingly, we analyzed children's drawings and remarks with the theme of “their own vomiting figures” by drawing body images using x-ray drawing method in 4 and 5 year old classes at comprehensive type of certified center for early childhood education and care. As a result, it was revealed that children in 4 and 5 year old classes could express by drawing and language based on their own body sensations, experiences, and imagination while applying the scientific knowledge they had acquired in the past. In addition, the expression of the body image of the infant has the characteristic of imagining and compensating for the lack of knowledge and experience, and at the same time, the development process of children in 4 and 5 year old classes is based on the scientific knowledge of the body image. It can be said that this is a transitional period in which it can be reflected in the expression. Consequently, it is considered that the childcare method of increasing the interest in one's body by imagining and enjoying the inside of the body is suitable for infants. Health education should not be started after acquiring a perfect body image, but the body image should be formed by providing health education and circularity providing health education will be important based on a formed body image. Also, in this process, it is necessary to have and express their own ideas, rather than trying to let them acquire correct knowledge efficiently.

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This paper proposes a swim teaching practice for children aged 4 and 5 years at a childcare facility, and support for their diverse learning at the facility. First, we discuss the content of the “water activity instruction plan” prepared by two nursery teachers certified as “Japan Sport Association Swimming Coach 1” based on their own teaching experience and actual situations in the childcare facility, and their childcare intention. Then, we examine the educational validity and its spillover effect from the result of instruction by nursery teachers who do not have Swimming Coach qualification based on the “water activity instruction plan”. Lastly, we discuss the diversified learning and growth expected from the “water activity instruction plan”. The learning that can be expected from the systematically planned water activity instruction plan presented in this paper can be assumed as various kinds of learning associated with development of other regions and of non-cognitive abilities, in addition to those related to the childcare content “health”. In particular, the fact that it is positioned as an activity that can fully satisfy the willingness to take on challenges is considered to be useful for the development of swimming instruction.

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