Opposing the home economics only for girls, this study examined the factors that enable the practice of coeducational home economics on the national curriculum and the theory of coeducational home economics in Nagano prefecture in 1970s. The results are as follows. 1. Several teachers who had hoped the practice of coeducational home economics began to study coeducational home economics and exchanged their ideas and class practices. 2. The Education and Culture Meeting in Nagano Prefecture which most of high school teachers belonged and Nagano Prefecture Senior High School Teachers and Staff Union held the three fundamental rules in high school and supported coeducational home economics. 3. The theory of coeducational home economics was first considered as the subject of "GENERAL SKILLS" and next as "LIFE SCIENCE." Home economics teachers who positively pushed for the coeducational home economics wrote the materials for coeducational home economics. 4. The facts that home economics teachers had their study meetings, wrote a textbook of coeducational home economics, and studied the theory of coeducational home economics were similar to the case in Kyoto Prefecture.

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A survey about dressmaking terminology was conducted for first-grade junior high school students (97 boys and 97 girls) and college students (54 males and 89 females) after high school home economics became compulsory in 2007. We compared the results with those obtained from a similar survey conducted in 1989, before the subject became compulsory. The results were as follows; 1) It became clear that the knowledge of dressmaking terminology and skills of male college students had improved remarkably, but that of boys and girls in the first grade of junior high school and of female college students had decreased slightly compared with results in the previous survey. Given the fact that the number of homemaking lessons in elementary school and the opportunity to engage in needlework in daily life had declined compared with 1989, we think that the level of knowledge and the skill of boys and girls in the first grade of junior high school and of female college students had decreased, in contrast, male college students' knowledge and skills improved because the subject had become compulsory. 2) It became clear that dressmaking skills such as fixing a button on cloth of first grade junior high school and college students after the subject became compulsory were about the same level according to the results obtained in the previous survey. As a result, it can be concluded that most students learned to fix a button on cloth in elementary school, and that this skill was retained.

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The aim of this research was to identify the better ways for junior high school students to relate to younger children and to improve the quality of experience in early childhood education and care (ECEC). Subjects of this study were two students; one related to younger children well and the other who poorly related. Their behaviors were captured on the videotape and classified into different categories. In addition, worksheets which they completed after ECEC were analyzed. The results were as follows, 1. The student who related to younger children well displayed behaviors of "touch" and "attention" more frequently compared to the students who poorly related to younger children. 2. The student who poorly related to younger children paid attention on friends in ECEC or concentrated on the work too much to care for younger children. 3. According to worksheets, the students well predicted what would happen in ECEC and then prepared. Results of this study need to be considered to improve the quality of ECEC.

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The significance of experience in early childhood education and care(ECEC) has been a point of focus in recent years, and it has been conducted in a variety of situations. This study surveyed, compared and evaluated 515 junior high and senior high school students before and after ECEC through home economics and internship experience and learning. For the three groups of home economics data (high, middle, low) based on pre-survey results obtained for interest in children, points were awarded in order of high, middle, low before and after for interest in children, knowledge of child development, sympathetic responsiveness to children and image of children. Points for low-ranked group initially dropped dramatically but rose afterward. For points for the internship experience group, interest in children and sympathetic responsiveness were positioned between the high-and middle ranked groups in home economics, and the image of children was almost the same for the high-ranked group in home economics. In terms of knowledge of child development, the internship experience group was about the same as the home economics middle-ranked group beforehand, but points stayed about the same as the low-ranked group without rising afterward. ECEC in home economics is learned not only though this effort but also though a variety of learning on daycare. It is, however, difficult to state that systematic knowledge of child development has been learned sufficiently though internship experience. Thus we can state that ECEC in home economics is the merging of both knowledge and experience which improves further educational effects.

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This study examined actual conditions of the integrated education which included that disabled children and ordinary children in home economics education in Nagano and Matsumoto City and the factors that influenced teachers' ideas and minds (e.g., confidence, effect and significance of integrated education) for integrated education. Questionnaires were administered on the elementary school and junior high school teachers who had home economics education class at one year before special needs education started. Results show that the efforts of integrated education were increased, and the length of the experience in home economics education influenced the understanding of the integrated education in home economics more than whether or not they had the license of home economics education.

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