The author conducted semi-structured interviews with ten experienced classroom teachers in primary schools and asked about the potential influence of teachers on the three kinds of instructional behaviors: those for a whole class, those for individual students as part of the whole class, and those for individual students in one-on-one teaching. As a result, the nine factors of confidence, consistency, acceptance, fairness, affinity/cheerfulness, classroom effectiveness, intimidating air, natural posture, and legitimacy were identified as the potential factors with a significant impact on the instructional behaviors for the whole class. Second, the two factors of confidence and consistency had a significant effect on the instructional behaviors for individual students in a class. Furthermore, the research showed that the factors of acceptance and affinity/cheerfulness had a significant influence on the instructional behaviors for individual students in one-to-one teaching situations.

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This study was examined the effective learning process to improve the scholastic ability of the student. The meaningful verbal learning is well known to us for an effective learning process. Ausubel(1960)proposed the meaningful verbal learning used an advance organizer. Also Ausubel(1978) stated that the advance organizer had an expository organizer and a comparative organizer. Then it was studied which was the more effective meaningful verbal learning used an expository organizer or used a comparative organizer. The learning material used was Chemical Change field, and the learners were junior high school students. A prior test, a subsequent test, a delay test and an attitude test were proceeded. The results of tests under a psychological condition were analyzed statistically. The examinations found out the tendency that a learning effect was higher in an expository organizer than in a comparative organizer.

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The purpose of this study was to clarify children's behavior in a trusting relationship from the perspective of their childcare practitioners. We took into consideration the outward behavior of the children when they displayed trusting behaviors towards their childcare practitioners. For this purpose, survey data from 115 subjects was analyzed. Upon analysis, it became clear that children's behavior was decided by two factors, 'affinity involved' factor and 'grasping relationship' factor. While affinity involvement is a practice which many teachers are doing, it became clear from the results of the study that novice practitioners received a lower score in regards to understanding the inner feelings of the child. Childcare practitioners provided freeform descriptions and their answers were divided into eight major categories: 'Favorability', 'Approach Attitude (Actions)' 'Approach Attitude (Words)' 'Relaxation' 'Facial Expression' 'Growth' 'Acceptance Attitude' 'Guardian Information'. More than half of the childcare practitioners expressed that they are aware that children are eager to seek attention from them.

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This study sought to determine the ages at which young children can recognize the importance of, and protect, their personal information. One hundred and twenty-eight young children in the age groups of four and five were divided into two groups: those given a lesson on the topic in advance, and those who were not. Even though there was a difference in the quality of their actions, both age groups who were given the lesson demonstrated some avoidance of disclosing personal information. This study proves the importance and efficacy of education in protecting personal information at preschool ages.

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Childcare workers are engaged in childcare jobs while leading their daily lives. In this study, I examined the relationship between identity and value of life area for mid-level childcare workers. Specifically, I first identified the identity statuses of 269 mid-level childcare workers by the identity status determination scale (Kato, 1983). Next, I quantitatively examined the difference in each identity status for the values of their four life areas: 'childcare (workplace)', 'home', 'leisure' and 'relationship with friends'. I also analyzed the effect of childcare worker's efficacy for each identity status. Furthermore, from the descriptive data using the sentence completion tests (SCT), I studied the difference in each identity status on the consciousness to childcare (workplace). For the mid-level childcare workers, their value of life area was similar regardless of their identity status, but qualitative difference was suggested to exist in the consciousness for childcare. Finally, I discussed and described the future issues based on the results of this research.

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