This research focused on "cheating" arising in a game with rules, and elucidated behavioral transformative processes from the behavioral records of young children who had been continuously observed to cheat. How mutual interaction is connected to primary factors that promote a transformation in the consciousness of the young children was examined. We observed that children experience the following four stages: (1) cheating to bring about a desired situation becomes suspected by surrounding young children due to repetition over a given period; (2) the surrounding young children question and feel discontent towards the cheating, and begin to point it out; (3) the cheater has this pointed out to them, and has the opportunity to consider the meaning and consequences of the actions; (4) the cheating behavior transforms gradually, not suddenly.

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This study analyzes the establishment process of collaborative activities among young children from the daily social relationships perspective. The activities of five-year-old children in kindergarten were qualitatively analyzed using the concept of "mentorship" advocated by Ripley and others. The results were as follows: (1) children participate in collaborative activities as a "peer group" that comprises of children who are fixed members in the play circle; (2) in peer groups, even if the goal of that activity is not shared by each child in the peer group, collaboration is unexpectedly realized based on the interests of other children; and (3) the "carefree atmosphere" within the peer group makes interaction easier and leads to continuity in collaborative activities.

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This study examined the role of kindergarten teachers' 'nagomase' interventions during conflicts among four-year-old children. Such interventions are not direct instructions for conflict resolution but indirect suggestions to the children (e.g. humor, physical contact & playing). In particular, we focused on peer interactions between children and teachers and analyzed these by an interpretive perspective based on the observational data from the kindergartens. The main findings are as follows: 1) such interventions during peer conflicts function to break the ice, so that children are encouraged to look back on their conflicts and recognize their errors; 2) such interventions after peer conflicts function to change the situation, so that the interventions contribute to children having continued peer interaction after the conflict.

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To explore preschool teachers' roles in child development, this study examined preschool teachers' behaviors when children stumbled. Data were obtained from naturalistic observation and interviews. Teachers' behaviors over the 2-year period (3-year-olds & 4-year-olds) were observed, as were interactions between twenty-six children and their teacher at a preschool. Results revealed that the teacher occasionally refrained from getting involved with 4-year-olds out of consideration for the development of the children's emotions. Additional analysis of the effects of teachers' behaviors showed that these behaviors could be classified under the following types: respecting the children's feelings, helping the children to develop their own strengths, and building interpersonal relationships between the children. I therefore conclude that teachers' refraining from getting involved enables the children to confront their own feelings, and offers them an opportunity to engage in emotional regulation.

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The goal of this report is to show that when considering child growth and development, it is necessary to understand the cultural practices of play, and not only from a relational perspective. Through cases where they interact with their surrounding environments, children are able to enhance the potential of those environments while creating the theme of the play and never ceasing to innovate the context of the play. This type of process ensures a high-quality type of play. It is important for educators to understand the subject and context of play and think of how to provide proper support.

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