This study examined the difference of nursery teachersʼ focus points by years of experience when they judge childrenʼs interests. 10 novice nursery teachers and 10 experienced nursery teachers wrote about childrenʼs interests after twice watching a video of three—year—old children playing in the sandbox. According to Japanese childcare guidelines, nursery teachers must understand childrenʼs feelings and motivation. However, the results of the analysis showed all nursery teachers focused on children cooperating and playing with other children or nursery teachers, and children repeating the same behavior. Thus, the teachers focused on four elements to help them understand childrenʼs interests. Also, as for novice teachers, after watching the video the first and second time, there was a significant difference in the amount of notes they took in regard to childrenʼs cooperation. As for experienced teachers, there was also a marked difference between the first and second time they watched the video in regard to motivation. Therefore, this study reveals that nursery teachers focused on motivation rather than cooperation in accordance with years of experience.

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In this study, three points were identified as kindergarten teachersʼ internal considerations for children in forest kindergartens in Germany. 1）＂Kindergarten teachers take a non—interventionist stance in childcare by fostering autonomy and independence＂. 2）＂Kindergarten teachers have a tolerant attitude toward risk and risk management of play, which is a risk factor＂. 3）＂Kindergarten teachers provide a bridge to independent creation skills by fostering expressionism＂. The German kindergarten teachers, regardless of the type of school, base their childcare stance on non—intervention. In addition, it was suggested that the background to this stance is the common bildung of autonomy and independence. Secondly, in the risk management of play, which is a risk factor, the teachers of the forest kindergarten were found to have a tolerant attitude toward risk. Lastly, the teachers of the forest kindergarten had a background of thinking that fostering expressionism from early childhood would lead to independent creation skills in the future, with an eye to elementary school education that is not limited to cognitive skills.

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The purpose of this study is to shed light on the reason early childhood teachers enjoy the process of toddlers being able to waste on their own and serve as hints for other early childhood teachers to be considerate and cooperative while toddlers be able to waste on their own. After analyzing 50 different episodes it was found that＂surprise＂＂, discovery＂and＂joy＂were the reasons early childhood teachers enjoyed the process of toddlers being able to waste on their own. It was a＂surprise＂for early childhood teachers that toddlers did not know where urine and stool came out from, and that the boys wanted toilet paper after urinating while the girls wanted to defecate while standing up. It was a＂discovery＂for early childhood teachers that toddlers refused to sit on toilet seats and ran around as they did not know how to defecate and were confused. As the process of toddlers being able to waste on their own is a difficult and long journey, immense＂Joy＂sets in when they succeed, which is shared by both the early childhood teachers and the toddlers. The following hints were discovered as a result of this study. Firstly, by understanding the feelings and conditions that toddlers are in when they use a toilet for the first time, early childhood teachers can guide them considerately. Secondly, by understanding that toddlers need to go through trial and error as well as struggles to learn how to use the toilet properly, early childhood teachers can understand his⊘her feelings. Thirdly, early childhood teachers need to form a loving bond with the toddlers to be considerate when the process of they being able to waste on their own. Thus, it is essential to constantly build trust with the toddlers.

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This study describes the current situation of foreign students aiming to become certified care workers in Japan. The study evaluates the foreign care workers from several perspectives and discusses the future development of their working environment, including Japanese care workers, and its implications. To fulfill these objectives, the study discusses six aspects：multiple acceptance systems, the passing rate of certified care workers in the national examination, career paths after graduating from training facility schools, evaluation as care workers, the lack of linkage between human resource development and securing human resources, and recent national measures that may affect the working environment of long-term care and welfare. The findings of this study include three notable points. （ⅰ）A certain number of foreigners who came to Japan to become certified care workers have the means to excel as care workers. （ⅱ）However, considering the demand for care workers, it is imperative to take appropriate measures and improve treatment to attract Japanese people to this occupation. （ⅲ）Moreover, the recent national policies have not improved the working environment of long-term care and welfare, regardless of the increase in foreign care and welfare workers.

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