The purpose of this study was to determine how childcare centers and workers perceive and support parents with foreign backgrounds when parents enroll their child for care. A questionnaire survey of childcare workers from 124 childcare centers in municipalities with relatively large numbers of foreign residents was conducted. The result suggested that workers are aware of the following needs: (1) special consideration when conveying information, (2) assistance in building trusting parent-worker relationships, and (3) sensitivity to differences in backgrounds, specifically customs and religion. It can be said that childcare workers have respect for individuality and provide support to parents with foreign backgrounds based on “cultural competence.” However, the results also found that there is insufficient knowledge concerning the use of social resources and collaboration with other institutions. It appears that a greater understanding of the social work perspective is necessary to improve support for parents with foreign backgrounds.

Previous research has used case study methods to accumulate knowledge about children with medical care needs. Research from the early childhood education and care (ECEC) perspective remains in its infancy in this field. This study sought to examine the function of ECEC for children with medical care needs. Activities of childcare centers providing care for children with medical needs was observed and childcare workers were interviewed. Based on this research, six ECEC functions of childcare centers became apparent: 1) facilitating the experience of various emotions, 2) supporting peer relationships, 3) promotion of trial and error, 4) development of self-assertion and self-restraint skills, 5) providing interactions with various staff, and 6) encouraging interactions with various children. As a method of promoting the identified ECEC functions for children with medical care needs, the individualized care point of view was examined.

In order to get a better understanding of how to resolve conflicts that develop when childcare center workers engage in child-rearing support, a questionnaire survey was conducted.

The questionnaire specifically addressed the following three dimensions: conflict frequency, conflict type, and conflict content. The questionnaire results found that about 70% of respondents had experienced conflict, and that the “child priority type” of conflict was most common, frequently occurring in association with childcare rather than during direct interactions with parents. It was found that conflicts experienced by childcare workers included biases related to prioritizing either the child or the parent, and difficulties with work duties, showing that such conflicts were qualitatively diverse. The possibility that such conflicts included ethical dilemmas was also inferred. The childcare worker’s individual values, concern over the deterioration of the parent-worker relationship, and a weak awareness of the childcare worker’s professional responsibilities, were believed to play a significant role. Accordingly, the solution model for conflicts associated with child-rearing support needs to distinguish between individual values and professional values, and must develop=professional ethics as the foundation for ethical decision making.

The purpose of this study was to clarify the relationship between individual characteristics and social independence among children with a tendency towards school refusal, thereby contributing to more effective interventions and support for these children. We surveyed the home visit supporters and parents/guardians of 139 children exhibiting school refusal behavior residing in prefecture A. The questionnaire questions consisted of the child’s age, gender, presence or absence of disabilities, degree of disabilities and social independence. Data from 137 supporters and 73 parents/guardians, excluding data with missing values, was subject to statistical analysis. A social independence scale was developed and a MIMIC model was examined by structural equation modeling. The result of the analysis confirmed the compatibility of the MIMIC model (CFI=0.956, RMSEA=0.074) and specifically revealed that the children’s social independence related to the degree of their developmental disability. The number of latent ranks for the social independence variable was three. This study concludes by discussing interventions to support the social independence of children who engage in school refusal.

The purpose of this study was to examine the changes in children’s play following the restructuring of the classroom play environment, and to analyze the childcare workers’ shared understanding of this change process. Two methods of research was utilized: ① interviews with childcare workers; and ② analysis of the children’s behavior in the play environment. Interviews with the childcare workers revealed that the restructuring of the classroom play environment was designed to facilitate spontaneous play, and it was inferred that each play environment was partitioned to provide a highly independent spatial environment. Analysis of the children’s behavior in the new play environment revealed that each child’s duration of play increased significantly. Accordingly, the results suggest that a highly independent spatial environment in the classroom is effective in facilitating concentration and sustained play in one-year-olds.

This study attempted to clarify the process in which support staff of a local “kodomo-shokudo” come to understand the individual needs of utilizing children. (A “kodomo-shokudo” is a soup kitchen for children of low-income families that provides nutritious meals, either free of charge or for a small fee.) Qualitative analysis was conducted by way of Sato’s (2008) method on data obtained from participant observation. Ninety-five episodes were extracted through observing 17 children, from which 20 codes and 13 categories were derived. The results identified a 14 phase needs recognition process: ① being alone/ hanging out, ② taking an interest, ③ acting with interest, ④ responding, ⑤ testing limits, ⑥ accepting, ⑦ feeling at ease, ⑧ seeking approval, ⑨ approving, ⑩ placing trust, ⑪ empathizing, ⑫ addressing, ⑬ expressing living conditions, and ⑭ understanding. A focus on the child-staff relationship leading to a child disclosing his/her living conditions identified a three-stage process by which the relationship developed: ① hierarchical relationship, ② reversed hierarchical relationship, and ③ an equal relationship. In this study, it was found that there are 14 phases by which staff come to understand the needs of children utilizing “kodomo-shokudo,” and that in this process the child-staff relationship changes significantly.