The aim of this study was to clarify the main concepts of child care education in junior high school. For this report, four hypothetical concepts were selected to analyze the Course of Study and the home economics education textbook of junior high school in the early period after World War II: (1)child care, (2)the child, (3)maternity and (4)environment of child care. The following conclusions were reached. 1. In the Course of Study and the textbook, the above four concepts and the direct description of value-formation on these concepts were lacking. 2. For housekeeping skill at the present and readiness for motherhood in the future, the objective of education was mastery of the knowledge required for child care. The teaching and preparation for future mother-hood was centered around this. 3. In this context, it could read that the concept of child care in this period was "loving rightly and bringing up", and the subordinate concept of child care was "home upbringing" with purpose to foster sociality.

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This report analyzed the purpose and content of child care education on the Advancement Period of Industrial Education for the same purpose as the preceding report. The following conclusions were found. 1. On the Course of study in 1951, the concept on child care was in molding life practice as its main purpose and to master skill in child care. Also in understanding "women's vocation" on one side and molding an attitude of cooperation with social institutions for child care on the other. 2. On the Curriculum Revision in 1956, child care education was included in the family relationshiop area, for the aim of self-understanding and construction of a happy family. 3. On the Curriculum Revision in 1958, the concept on child care was toward mastery of skill in child care and rearing with love. 4. The concept on environment of child care was reflected by the social view points relating to Children's Charter and its administration.

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We investigated consciousness about "affluence in life" of junior and senior high school students and members in society in Osaka and Toyama prefectures. The objective is to obtain fundamental data for syllabus planning in "Living in Home" which had been newly introduced in the course of Industrial Arts and Homemaking in junior high schools. The distinctive features for consciousness about "affluence in life" and their differences between boys and girls in junior high schools, and between students in junior and senior high schools based on the analytical results of "affluence in life" are as follows: 1. Although junior high school students have their own consciousness for affluence, they did not accept "affluence in life" from a total point of view like members in society. 2. The average values for consciousness are higher in junior high school students than senior high school students and there is a significant difference between them. There is a great difference in the items regarding "human relationship", "nature and culture" and "an ideal life". 3. The average values for consciousness are higher in girls than boys in junior high school, and there is also a significant difference between them. There is a great difference in the items regarding "human relationship", "economical conditions in daily life". 4. There are noticeable differences in economic conditions, natural and regional cultures between junior high school students in Osaka and Toyama prefectures.

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Consumer education in home economics classes has gradually expanded in elementary, junior and senior high schools. Statistical analyses have been made for the purpose of clarifying the course of progress in consumer education. Instances of consumer education conducted in home economics classes from 1965 to 1992 were collected to be analyzed. The following results were obtained. 1. The number of consumer education classes increased year by year. 2. The field of subject matters has expanded year by year. 3. VTR, as audiovisual aid, has been generally used. 4. Discussion methods have been preferred to mere lectures in consumer education. 5. Subject matters which evaluate "creativity" and "skill and ability" were fewer, compared with those which evaluate "interest and positive attitude" and "acquisition of knowledge and understanding". Senior high schools were more concerned with the subject matters which evaluate "acquisition of knowledge and understanding" than elementary and junior high schools were.

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In order to clarify the origin of homemaking education at the secondary school level, the prescription of homemaking education formed by Kowashi Inoue was investigated through referential sources. The following results were obtained. 1. He investigated the curricula of all girl's scools in Japan and the prescription of French girl's schools at the secondary school level. He also asked opinions of persons who concerned themselves with female education. 2. He made the original form of the draft for homemaking education according to teacher's training schools, and after some amendments by the drafting committee the final form was made. 3. He gave up the prescription of homemaking practice room plan.

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The purpose of this study was to know how the new coeducational homemaking education in senior high schools, started in 1994, related to students' life and views especially on gender equity. 1490 questionnaires were analyzed. 1. Girls had more equal views on gender issues than boys. 2. Both sexes had equal views on the opportunities of work and wages; however, on gender roles they had relatively conservative views. 3. Both sexes tended to think the skills for independent living, housekeeping and child bearing were required for females, while the ability for earning money and helping other people were required for males. 4. Boys who had learned coeducational homemaking education and had practiced well on housekeeping had more equal views on gender issues.

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The purpose of this study was to know how coeducational homemaking education related to senior high school students' lives and views. This papre studied about the sovereign consciousness of life and views on homemaking education. The results are as follows. 1. Both sexes had less interest in politics and social activities. Boys had more independent consciousness as consumers than girls. 2. Both sexes who had practiced well on housekeeping had more independent consciousness as consumers. 3. Both had traditional views on homemaking education. Girls understood better on what should be learned in homemaking than boys. Boys who had practiced well on housekeeping also understood better. 4. Experience of coeducational homemaking education related to their views, but not to consciousness of sovereign on life.

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