The purpose of this paper is to reveal the developmental process and mechanism of children's perception of the environment in the neighborhood, based on perceived amount and perceived space, in relation to the expanding process of their spatial behavior with advance of grade. For analyzing children's perception of the environment, the author used their free-hand sketch-map. This analyzing method is very useful for grasping the situation of children's behavior in their living space. As a study area, he chose Tsuchiura elementary school district. This school district consists of the central and rural area in Tsuchiura city, which is the central city of south district in Ibaraki Prefecture. So there are geographically many differences between each area of this school district. But it is thought that, in perception of the environment, there will be few difference between each area. Because most children live in the central area rather than in the rural area.
The main result are summarized as follows:
1) Children expand the range of their spatial behavior remarkably with advance of grade.
2) Children's perceived amount increases with advance of grade.
3) Children's perception of the environment is formed by the strong influence of the regional feature and their behavior in living space.
4) Most of children's perceived space spreads only around their home. So their perceived space does not develop remarkably with advance of grade.
5) The community or neighborhood for children is limited around their home.
6) From the analysis of questionnaire about children's playing activity, it is made clear that they prefer to play indoors rather than outdoors with the advance of grade, and that, in all grade, their place for playing is limited arond their home. In short, it is thought that these above mentioned points stopped their develpoment of perception of the environment.
7) From the result of this study, children's behavioral zone can be extracted. This behavioral zone consist of three concentric zonal structures, which is called, “zone for usual behavior”, “zone for unusual behavior” and “zone for long term travel”.

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The purporse of this study is to make clear the real state of the Community Area class (which is teached in geography class) and the teacher's mind in junior highschool. The following situation is reported by analyzing and consideration of questionnaire and interviewal investigation to junior highschool geography teacher in Kagawa.
To begin with, the first point, “the real state of the class of Community Area” is summarized here. 1) Lesson of Community Area is given mostly based on textbook and workbook (the workbook is published for all junior highschool in Kagawa by teacher's council). 2) Main content of the lesson is Topographic map reading, Fieldwork and Regional Research is not so much held in the class. 3) During Topographic map reading, understanding of cardinal points, measurement of distance and map symbol are focused, and practice of reading topograph by Contour line hardly has importance. 4) Compared to lesson of Topographic map reading, lesson for produce Statistical map, graph or table is less given. 5) Regarding Fieldwork and Regional Research teachers barely teach them in “field” by themselves and it is dealt with by students as free work by themselves, as a result, the level of accomplishment of field work is low.
The second point, teacher's mind could be reported as below: 1) Many teachers think that lot of students have high interesting to Community Area class. 2) Teachers consider that it is not so much difficult to teach map reading. 3) Most part of teachers recognize necessity of field work class, but at the same time, they mention that to carry out field work class is difficult. 4) Teachers admit necessity of seminor for level up of their teaching skills and knowledge. Among requested seminors, seminor related to Community Area has low priority.
From the above, it could be pointed out that it is fairly related with teacher's mind that in the course of the Community Area, Map reading (in the sense of teacher's) is attached importance and field work class is hardly held. In order to develop attractive field work classs in Junior Highschool, it is necessary to improve teacher's ability to carry out Fieldwork class, and to establish education system which teacher's voluntary educational activity is guaranteed.

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