This study aimed to clarify the format and sequence of questions administered by teachers to 4–5-year-old children for cooperative play and activities. Analysis of teachers’ questioning, based on educational guidance plans and the like, about children’s intentions and mental images revealed the following four findings: (1) overall, 62.2% of questions were closed questions; (2) the sequence of questioning tended to end with closed questions for all situations and grades; (3) the later in the sequence of questions about cooperative play, the more specific the questions were about children’s intentions and mental images; the question format depended on the grades; and (4) closed questions about cooperative activities included specific examples; the timing of administering the examples differed between grades.

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This study aimed to explore factors that influence the satisfaction level of parents and guardians with licensed childcare centers. The results of user surveys from third-party evaluations of welfare services were used. First, factor analysis identified four main factors related to parental/guardian satisfaction: 1) Trust in staff, 2) Safe and comfortable childcare environment, 3) Consideration of parental/guardian situations, and 4) Experiential learning opportunities for children. Second, a multiple regression analysis was conducted to evaluate which factors significantly influence parental/guardian satisfaction. The result revealed that three factors, except for factor 2, significantly influence high parental/guardian satisfaction. Taken together, this study suggests that it is useful to utilize results of user surveys from third-party evaluations of welfare services to evaluate parental/guardian satisfaction.

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This study sought to clarify what “mutualism” means in Kurahashi Sozo’s theory of kindergarten education by analyzing Kurahashi’s writings published from 1914 to 1953. Kurahashi stated that one of the principles of kindergarten education is education that is centered on mutualism among children. Analysis of his writings revealed the following five concepts about mutualism: (1) Mutualism is necessary for children to satisfy their desire for friends; (2) Mutualism is defined in the context of equality and negotiation among children; (3) Education through mutualism respects the individuality that emerges in relationships; (4) Education through mutualism focuses on child’s spontaneous emotion; and (5) Humanity is cultivated through mutualism. This finding suggests that Kurahashi’s theory of mutualism is considered a pedagogy based on a relational perspective, distinct from the educational theories of Makiyama Eiji and Kido Mantaro, which aim to promote communality.

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We aimed to clarify how infants interact with their surroundings and how this changes as they grow. This study reviewed video-recorded scenes where infants contacted surrounding objects at a nursery center. We identified contacted objects, contact duration, contact-related events, and adult involvement, then examined the developmental changes in how infants interact with surroundings and contingent events. We found that the duration of object contact was shorter for crawlers and walkers than pre-crawlers and longer with adult involvement than without. Crawlers and walkers showed greater variations in patterns of object contact and interaction with adults than pre-crawlers. These results suggest that how infants interact with their surroundings is influenced by adult involvement, and that their own developmental status largely contributes to the diversity of their experiences with objects in the environment.

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This study examined the mechanisms by which elementary school teachers’ understanding of early childhood education and care (ECEC) is promoted. A questionnaire survey of elementary school teachers in Osaka Prefecture was conducted. The results indicated that teachers with a deeper understanding of ECEC were more likely to regard ECEC as something that extends beyond the early elementary grades. This understanding was significantly related to the high level of collaboration between ECEC and elementary school teachers, and was indirectly enhanced through teachers’ perceived effectiveness of learning through the collaboration between ECEC and elementary schools. These results suggested ideas for improving elementary school teachers’ understanding of ECEC to promote collaboration between ECEC and elementary schools.

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This study revealed the significance of redefining “mimamoru” (watching over) as an attitude that empathically supports children rather than as a behavior for promoting the development of children. We introduced the innovative concept of “mimanoru attitude” (caring attitude) on the basis of a literature review conducted according to the Course of Study for Kindergarten. We identified three pivotal characteristics of “mimamoru attitude”: natural empathy, relationship with joint-attention, and “mimamoru” as an attitude. Furthermore, analysis of observational data obtained from a 5-year-old kindergarten class suggested that the concept of “mimamoru attitude” provides a fresh and insightful approach to better understanding kindergarten education practices.

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The purpose of this study was to clarify how Early Childhood Education and Care (ECEC) teachers perceive and support the resilience process of preschool children in childcare practice. Fifteen ECEC teachers were asked to describe episodes about the resilience process of preschool children and individual interviews were then conducted. The modified Grounded Theory Approach (M-GTA) used to analyze the data revealed 20 concepts relating to teachers’ involvement in supporting the resilience process of preschool children. In addition, a series of involvement states were identified, starting with “the judgment of involvement,” developing into the “involvement in supporting the sense of security,” “involvement in encouraging efforts to change,” and “involvement in promoting solution-seeking attitude.” Taken together, the results suggested the significance of the perspective on supporting the resilience process of preschool children in childcare practice.

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This study aimed to provide a comprehensive overview of the characteristics and challenges of community preschools (CPSs) in developing countries, with evidence from Cambodia on the critical role of CPSs in increasing access to preschool education and CPS-related policy changes. The methods used were a literature review and analysis of national statistics and longitudinal data from communes, the smallest administrative units in Cambodia. CPS is an important initiative characterized by its development in vulnerable communities, community participation, low cost, and comprehensive support for young children. However, CPSs face challenges related to financial vulnerability, low quality of education, and poor sustainability. CPSs in Cambodia were found to have been implemented with a focus on rural areas with long distances to primary schools, resulting in increased enrollment of 3–4-year-olds, especially girls. Recent policy changes in Cambodia have shown a gradual but notable increase in government commitment, with clear and decisive strategies to address CPS issues.

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