To counter growing concerns about children's safety during play at early childhood education and care (ECEC) centers, various restrictions and rules have been established for such centers, in addition to already existing guidelines aimed at preventing serious accidents. Educators are conflicted over whether to inform children directly of the restrictions and rules, as they generally believe that children should self-realize those restrictions in order for them to develop morality and norm consciousness. Semi-structured interviews were conducted with 32 educators employed at seven early childhood education and care centers, focusing on the restrictions and rules for safety during playtime. The data collected were analyzed using M-GTA, and relationships among concepts were discussed following van Rooijen and Newstead's (2016) study based on Bronfenbrenner's ecological system. The results revealed five layers relating to the teachers' judgment: (a) one child, (b) among several children, (c) between a child and an educator, including the educator's own beliefs or intentions, (d) the educators or the entire center, and (e) parents or society outside of the center, and processes of mutual interaction and change were identified. The findings suggest that educators at early childhood education and care centers should have opportunities to share their experience, knowledge, and perspective with each other, and to discuss any differences and their reasons for their approach to the children. A more multifaceted investigation of the sharing of information among educators should be conducted, using the conceptual model of the present study.

  The present study examined the relationship between metacognitive knowledge about comprehension and accuracy of self-evaluation of comprehension. "Metacognitive knowledge about comprehension" was defined as learning behaviors that indicate comprehension when achieved; "subjective ratings of comprehension after completing a task", as self-evaluations of comprehension. In Study 1, 700 junior high school students (grades 7 through 9) completed a questionnaire measuring metacognitive knowledge about comprehension. Factor analysis revealed two categories: metacognitive knowledge about deep comprehension and metacognitive knowledge about shallow comprehension. A cluster analysis of 130 students yielded three clusters: Cluster 1, emphasizing metacognitive knowledge about deep comprehension and disregarding metacognitive knowledge about shallow comprehension (n=43); Cluster 2, emphasizing both types of metacognitive knowledge (n=46); and Cluster 3, disregarding both types of metacognitive knowledge (n=41). In Study 2, 130 eighth-grade students completed a learning task, self-evaluation of comprehension, and a confirmation test measuring the objective level of their comprehension. Differences in absolute accuracy were examined among the three clusters, using ANOVA. The results showed that for tasks requiring in-depth comprehension, the students in Cluster 1 had more accurate self-evaluation of comprehension than the students in Cluster 3 did.

  Dating violence prevention programs for high school students have been shown to be most effective when implemented with small groups of students addressing violence issues in multiple sessions. In the present study, a five-session violence prevention program was conducted in two classes three times during the 11th grade and twice during the final year of high school. The program aimed to equip students with the ability to recognize violence, demonstrate empathy, and develop assertion skills. The students completed pre- and post-questionnaires designed to evaluate the program's effectiveness; they also completed a follow-up questionnaire two months after the final session. The data from the participating students were compared to those from no-intervention control groups who took the pre- and post-questionnaires. The control group students were in classes at the same grade level at the same school as the participants in the intervention program. Analysis of the results suggested that the participating students showed immediate and sustained improvement in violence recognition after the 11th-grade program; the follow-up data indicated that this improvement had been maintained. Furthermore, the findings demonstrated a long-term impact on the students' ability to adopt others' perspectives, although improving their assertion skills remains challenging.