This study investigated how coping with differences in views on childcare relates to reflection through colleagues, job satisfaction, and psychological safety. An online survey and a questionnaire survey targeting teachers in early childhood education and care, were conducted, and the data from 142 respondents were analyzed. The results revealed that (1) differences in views on childcare among colleagues can occur in any childcare settings, (2) the use of problem-solving strategies promotes reflection through colleagues, and the use of dominating strategies suppresses such reflection, (3) the use of problem-solving strategies increases job satisfaction and the use of avoidance strategies decreases job satisfaction, and (4) psychological safety promotes the use of problem-solving strategies and discourages the use of avoidance strategies. The above results show the usefulness of problem-solving strategies for differences in views on childcare and the importance of psychological safety in childcare settings. In the future, factors that promote problem-solving strategies other than psychological safety, and factors that enhance psychological safety should be clarified.

  Immigrant parents in their destination countries are known to continue to parent according to their home countries’ values while also accepting the values and systems of their new homes. For this study, 11 females born in Japan and now living in Germany were interviewed about parenting in Germany to offer possibilities for how views on parenting form. The data obtained were analyzed through Modified Grounded Theory (M-GTA), a qualitative research method, to generate 19 concepts, classify them into six categories, and create a relationship diagram. The analysis yielded the following three findings: (1) When raising children in destination countries with different values, support is necessary from people who share the same values; (2) in gaining new values, immigrant mothers reevaluate their values and broaden their perspectives on parenting and their roles as parents; (3) immigrant mothers recognize the values of the destination country through their own values and modify their parenting styles accordingly.

  Makoto Tsumori's philosophy of education and care, which emphasizes the child's inner world and the mutual transformation process of the caring relationship, is unique and significant even today. This study focuses on Tsumori's experiences and process of inquiry during the period known as the revolution era. To understand these experiences, H. Ellenberger's work on the history of psychoanalysis, especially on the process of creating new theories, can be helpful. During this period, Tsumori experienced almost psychotherapeutic processes of working through difficult times with children, which led to his theory of mutual transformation. It is suggested that it is important for researchers and practitioners themselves to have experiences of mutual transformation when encountering children in order to understand Tsumori's studies and to explore education and care.

  The present study aimed to conduct and evaluate cross-curricular food and nutrition education (“shokuiku”) classes that incorporated bone mass measurements. Food and nutrition education classes were conducted in health, mathematics, and home economics classes for four class periods. Food and nutrition education in the Japanese school system is defined as “acquisition of knowledge of food and nutrition, and the ability to make appropriate decisions through practical experience with food, with the aim of developing people's ability to live on a healthy diet.” The perspectives taught were “healthy lifestyle and prevention of disease” in the health classes, “utilization of data” in the mathematics classes, and “diets to satisfy the nutritional requirements of junior high school students” in the home economics classes. We measured bone mass using calcaneal ultrasound and analyzed the food and nutrition education classes using worksheets. The average Z score (an indicator of bone mass, compared with the standard value for the same sex and age) was 97.6% for boys and 104.0% for girls. More than 70% of the students found the worksheets interesting.

  About 90% of the students mentioned bone mass in the health classes. Some students acquired an understanding of the pleiotropic nature of lifestyle-related diseases (health), learned how to read data and got information on how to acquire a high bone mass (mathematics), and gained an understanding of the characteristics of calcium and calcium-rich foods (home economics).

  Therefore, bone mass measurement, in which students have a high interest, was concluded to be the most suitable teaching material for food and nutrition education. The results also suggest that cross-curricular food and nutrition education practices related to bones and health can improve understanding of food and nutrition education while achieving the goals for each subject. However as wed did not achieve our goal for some descriptions, we plan to continue to develop and improve food and nutrition education classes.