The purpose of this research is to clarify how “Nature-Based Childcare Accreditation and Certification System” affects the awareness and behavior of childcare workers. A questionnaire survey was conducted targeting 4,324 childcare workers working at certified childcare centers in Tottori, Nagano, Hiroshima, and Shiga prefectures, and responses were received from 1,374. Through this survey, the following became clear: (1) The frequency of nature experience activities increases after certification. (2) After certification, childcare workers' resistance to outdoor activities has decreased and their desire to gain knowledge about nature has increased. (3) After certification, the kindergarten environment has changed to make it easier for childcare workers to engage in outdoor nature experience activities. (4) After certification, the knowledge of childcare workers regarding safety management has improved, but only about 50% of childcare workers have knowledge of dangerous flora, fauna, and terrain.

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This scientific research examines the impact of nature-based childcare training programs, particularly those implemented by local governments, in four Japanese prefectures: Tottori, Nagano, Hiroshima, and Shiga, which had implemented nature-based childcare accreditation/certification systems by 2021. The study focused on childcare workers employed at preschool facilities accredited under these systems in the aforementioned prefectures, and successfully collected responses from 1,374 individuals. An important aspect of this research was the analysis of free-text responses from participants in these government-run training programs, using quantitative text analysis methods. The findings revealed that terms such as “children,” “self,” and “knowledge” encapsulate a core set of values and perceptions that are integral to nature-based child care. Furthermore, it was found that the training programs could significantly contribute to enhancing the professional skills and knowledge of child care workers, potentially leading to positive changes in their value systems and cognitive approaches. The research also suggested significant differences in perceptions based on regional specificities and the type of training undertaken. Overall, this study provides a comprehensive understanding of the multifaceted impacts of nature-based childcare training, and offers critical insights for the design and promotion of future training programs in this field.

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The purpose of this study was to clarify how kindergarten teachers watch over children ( Mimamoru (注1)) in situations where children interact with nature. Semi-structured interviews were conducted with five teachers working at forest kindergarten Z (hereafter referred to as “Z teachers”) and seven teachers working at public kindergarten Y (hereafter referred to as “Y teachers”). The narratives of these teachers were analyzed using qualitative data analysis techniques, and the following findings were obtained. The teachers in kindergarten Z, which is surrounded by a natural environment, account for the time of year and the children's development stage, and wait while understanding the children's condition, thereby taking a long-term view of the children's development, deepening their understanding of the children and accepting the children as they are. When children need a teacher, the Z teachers stay close to and empathically relate with the children. On the other hand, the teachers in kindergarten Y, where there is limited natural environment, encourage the children to experience the joy of discovery, verbalize and share the children's emotions and sensitive changes in their hearts due to the nature experience, and talk to the children so that they can have a common experience in a uniform manner. It was also evident that the Y teachers tried to understand the children, but refrained from intervening and talking too much to the children before considering the contents necessary for assisting the children.

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The purpose of this study was to gather recommendations for the future advancement of nature-based childcare by analyzing the characteristics of certified childcare facilities in Nagano Prefecture. In 2015, Nagano Prefecture established the Shinshu-type Authorization System of Early Childhood Education and Care in Nature, making it a leading municipality in promoting nature-based childcare. A quantitative text analysis was conducted on text data posted by 226 of the 241 childcare facilities listed on the Nagano Prefecture Nature-Based Childcare Portal site under the section titled 'Characteristics of our facilities.' The results of the quantitative text analysis suggest that certified childcare facilities make use of the natural environment and local resources, while also developing a wide range of comprehensive activities with an emphasis on connections. These findings offer valuable insights into the expansion of nature-based childcare in Japan. It is recommended that the accreditation/certification system be tailored to the specific conditions of each region, functioning as an ecosystem.

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