The purpose of this study is to establish a psychological method concerning the structuralization of life field in children, using as the main framework the genuine part of Kurt Bewin's theory. First, Life Space as Bewin termed it and Field are taken up; then, a new concept of Life Field is coined, having the meaning of the lively field shared, concurrently and interdependently, by children and kindergarten teachers. In order to obtain the necessary materials concerning the life field in children, the observation method with running recording is devised. This method consists of naturalistic direct observation and modified “running record” as proposed by B. J. Stone. Observation here means the method of “watching and wondering,” as N. Tinbergen calls it. Here, the observer standing within the life field of children watches the behaviours of children and wonders with a naive attitude, that is, a natural and spontaneous “bi-polar attitude reciprocally alternating the two roles subjective and objective” as originally expressed by Hachizo Umezu. The method of running recording means the technical art of describing, rapidly and continuously, in a smooth, straightforward way, and that, so vividly that the scene concerned might be reproduced later, scene that has been observed in the behaviours of children as occurring here and now. These two are considered to be indissolubly united and this idea has given birth to the name of the method mentioned above. In order to show the structuralization of the life field, it is necessary to formulate the organic relationship between the system of time perspective and that of anchoring region. As to the anchoring region, the relationship between teacher and children is observable, but still has no proper way of recording it. Then the behaviour of teacher is recorded, as well as the children's. In the interpretations, and sometimes deciphering, of these records on both sides, the work is to examine one record after the other thus anchoring, alternately, in teacher's region and in children, s region leading to the anchoring in the region of teacher-chlidren relationship. In order to make the structuralization of the life field clearer, more constructive concept is operated with the advance of steps from the first to the third. In the explanation of the teacher-children relationship, the method of dramatic focusing is applied. This means the relation is explained in the “dramatic Gestalt” of dramatic meanings, dramatic symbols and dramatic recenterings, at the present phase in the time perspective. With the above-mentioned method, the life fields of six children are structuralized. As a result, the law of Pragnanz having functioned within each child's life field, the unique subjective world of each child was revealed as the good dramatic Gestalt, whose structual meanjng has become explicit.(Refer to TABLES 5 & 6) Hence comes a fair prospect of structuralizing the life field of children by means of the observation method with running recording.