A cross-sectional survey was conducted to examine the association among personal back groundwork conditions job stressors and psychological distress in the childcare workers at nursery schools. The responses of 610 full-time workers (84.3%) and part-time job workers (15.7%) evaluated. Respondents included many new graduates and those with lower income levels than general workers. Age, years of service, and income were not related to any of the psychological distress. However, the longer their overtime hours， the higher was the prevalence of mental distress. The results of a multivariate analysis showed that the risk of emotional distress was associated with work experience, new graduate, working hours, workload, job adequacy, and satisfaction. These results partially agree with the job-demand-control-support model. In the future, it will be necessary to improve the mental health of childcare workers by referring to stress management of general workers.

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This study attempted to clarify the range of children whom nursery teachers recognize as having difficulties taking part in group activities through interviews with nursery teachers. The differences between the children whom nursery teachers were and weren’ t concerned about are investigated based on a developmental analysis chart. is chart was created by analyzing the developmental records of all the children in the class. As a result, it was found that the children whom nursery teachers were concerned about were generally six months or more behind the developmental average of the entire class and had noticeably delayed language skills. In addition, children who were not included in the group because of developmental disabilities such as ADHD or problematic behaviors such as self-injurious behaviors were also identified as children of concern. On the other hand, children with developmental delays who were expected to take part in group activities due to developmental improvements, or those who were provided with individualized care by an assigned nursery teacher were not recognized as children of concern.

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Focused on improving the sense of competence in order to increase the motivation for young children's learning and activities. In this study, we investigated the effects of early childhood children through complimenting activities for competence and social acceptance. The subjects of the survey were older children who go to the nursery school, and each infant was given a compliment to announce the good points from their classmates in order to improve their ability. As a result, in the group with complimenting activities, learning ability and exercise ability in the whole / boys, acceptance from friends in the whole / boys / girls, and in the group without complimenting activities, the whole. In, a significant difference was found in the feeling of acceptance from friends. This research may lead to independent task motivation by improving competence of early childhood children through complimenting activities in nursery schools.

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Parents are eager to enhance their children's potential, this trend is common across the world. Parents tend to control their children, demanding their excellent. Therefore, we conducted an intervention to reduce the idea of “ Winnism ” orientation and control orientation on children by using a picture book we developed as part of a parenting education program. Control-oriented parenting is a problem in many countries． Therefore, we investigated four countries: China and Japan, which has a solid academic orientation and offers many academic pursuits; the US, which is a sporting nation and offers many sports lessons; and Germany, where artistic lessons and comprehensive community sports are more popular．THe results revealed differences in parents the idea of “Winnism ” rientation, controlling attitudes toward extracurricular activities, and changes in their values after using the picture books. These results demonstrated that the picture book lowered the awareness of parental dominance in all the countries． Moreover, “Winnism ” orientation attitudes decreased in all the countries except China, indicating the effects of the parenting program using picture books．

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The utilization of risk management manuals in after-school facilities has been quantitatively expanded, but little is known about the factors contributing to its qualitative improvement. To improve the quality of risk management, it is necessary to clarify issues related to the utilization of manuals. In this study, we explore the characteristics of the utilization of risk management manuals in after-school facilities by operation type, using an interview survey. The participants were 18 after-school facility managers, chiefs, and support staff members. Interviews were conducted to elicit information from participants on the manuals' description items, utilization status, effectiveness, and concerns. We conducted a quantitative text analysis of the participants' responses, specifically, a collocation network analysis using frequently used words, and a correspondence analysis to analyze characteristic words related to operation type. The results show that publicly operated facilities had multiple items in their manuals, such as how to respond to accidents, emergency contact network, handling suspicious persons, information on evacuation sites, and the process of handing students over to parents, which were utilized in staff training to ensure that staff would respond to situations in a uniform manner. Collaboration with local authorities was also reported, and in some cases, in addition to reporting accidents, consultations took place regarding revisions to the manuals. However, in privately operated facilities, the most common topic being the use of the manuals in evacuation drills. Rather than collaborate with local authorities to implement safety measures, they tended to rely on the personal self-help efforts of managers and support staff. We discussed risk management manual to ensure the safety and security of all children.

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Previous Early childhood education and care (ECEC) research has revealed functions of ECEC practices for children with medical daily life support care that cannot be replaced by other resources, such as interacting with different staff and children and building relationships with peers. To be fully effective, it is imperative that municipalities develop an appropriate infrastructure. In this study, we examined the staff and backup systems for three local governments. Comparative analysis revealed the features of each: public sector type (Kawasaki City), center type (Hachioji City), and network type (Matsudo City). Cooperation with other institutions and diversification of ECEC styles were highlighted as future issues.

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