The purpose of this research is to clarify the caring process, or reciprocal relationship of care, between Yogo teachers and children, as well as examines the special care given by these teachers.

From July to August 2004,15 elementary school Yogo teachers participated in a semi-structured interview about the relationship with and care of their students, and the obtained data was analyzed using the Modified Grounded Theory Approach (M-GTA).

The findings indicate that the caring process for Yogo teachers and children is composed of two parts. The first is ‘the formation of a relationship between the child and the Yogo teacher’. The second is ‘the care the Yogo teacher practices’. The former process of establishing a relationship has three positions associated with it, namely, the ‘general position’, ‘recognition position', and ‘educational growth position’. As these positions changed, the mutual relationship transformed from an ‘anytime, anywhere, anyone relationship', to a ‘one-to-one relationship’, and finally to a ‘reciprocal relationship’ In other words, based on ‘the care the Yogo teacher practice’, the relationship of Yogo teacher and child developed into a reciprocal caring relationship. ‘The original approach’ practiced by Yogo teacher’s was aimed at ‘both physical and mental care’, and was composed of 3 elements; ‘acceptance of existence’, ‘nuturing growth’, and ‘protecting life’.

From group interviews with currently employed Yogo teachers, a constant evaluation of the results of the research was obtained in relation to the four elements of ‘fitness’, ‘understanding’, ‘generality’ and ‘control’.