The purpose of the present study was t o explore how children make their own rules and share them with other children in their play. Especially, attention was paid on the way they relate the following three aspects: self, others and rules. At the beginning 1st, 2nd and 3rd graders of primary school were paired with a familiar friend of same sex and age. They were then requested to make some rules and play together. The entire process lasting fifteen minutes was videotaped. The results indicated that the higher the grade was, the more aspects (self, others, rules) children would consider in beginning to play. The analysis of their sharing rules suggested that according to age, children would consider both the relation between self and rules and between others and rules.

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ピアジェ (1896-1980) の生産性は, 60年にわたって常に際だったものであった。また, 死後出版も10年間に及び続いた。ピアジェの全著作を貫いているひとつの概念がもしあるとすれば, それは均衡である。ピアジェの野心は科学的認識論をつくりあげることであった。ピアジェが発生的認識論とよんでいる認識論は, 基本的に構築説にたつものであり, その主目的は, 初期の単純な認識からより複雑で強力な構築物への移行を研究することである。ある方向へ向かう発達のダイナミクスを説明するのに, ピアジェは調整のメカニズムを伴う均衡化のモデルを精緻化した。この考えの起源は, ピアジェが若き日に著した「探求」と題する小説にまで遡る。生涯を通して, ピアジェはこのモデルを洗練し続けたのである。生涯最後の10年, ピアジェは, 研究を構造の側面から過程の側面へと転換し, 心的操作を機能のより広い形態に従属させ, また新しい可能なことと必然なことへの開放という観点から, 認識, 矛盾, 弁証法を分析することによって, ピアジェ理論のもつ機能主義的な特質を新たなものにした。

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1. Purpose:
The present study aims, from the standpoint of clinical psychology, that conditions and causes of specific under achievers in the higher class of elementary school are to be diagnosed and that the solution of the problem is to be solved.
2. Difinition of the under achievers and the subjects:
The under achievers studied are defined as those who have shown low school achievement although they seem to have latently capacity to be average or the above. In this study, achievement on so-called intellectual course of study, such as mathematics, social studies, language and science were selected to compare them with children's intelligence.
3. Methods and procedure:
The group intelligence tests and the achievement tests of four courses were given to all the children. The observations and evaluation of the children in their class room by their teachers were added to rate them. Four children who grades of the studies were of-1 or-2, although intelligence was rated within-1 or +1, were finally selected. They were then intelligence tests and the several kinds of assessment were done. Following psychological and medical diagnosis were made, treatment had practised.
4. Results:
The present reveals that the difference of grades between pre- and affer-treatment is about 1 point all courses exception of social studies, that is in 3 courses grades ascend from-1 to O. This suggests that there is considerable effect of the present treatment on school achievement as well as on the improvement of atttitude and mode of studies in the children. In addition, it is reported by their teacher and guardian they seem to become more positive and independent than before.

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一般に気質とは内在的な生来性素質に関する名称であつて性格とは生来性の要素と環境との輻輳によつて獲得されたものとの結合組織化されたものであると言われている。然し吾々が日常観察する児童生徒は, どこまでが気質で, どこまでが性格だと峻別することは甚だ困難である。従つて一括して気質性格として取扱うことが妥当である。若しそのように考えないとしたならば性格陶冶とか性格教育と言われているものを否認することになる。それであるから気質性格は内在的な要因の発達や外力によつて変化するものであると言う立場から意志気質検査を 10才から14才に至る5力年間実施してその結果を要因の上から吟味したのである。
(1) 要因の上から概括的に言うならば年少時では思慮を現わす要因が支配的であるのに対して運動の速度, 決断速度の要因は比較的消極的である。12才～19才頃ではどのような要因が気質性格において支配的であるかは容易に捉えることができない。従つてそれ以後の年令になつて始めて明確なものとなつてくると考えられる。
(12) 類型上からは, 同一型を終始維持している場合は極めて僅少で, このTable8を算出する前に検査の各項目について整理を行つて変動を見たのであるが一定の型に嵌つたような場合は大して見られなかつたが然し低学年では比較的運動速度能力を現わす項目において変動の幅が広く, 精密細心を現わす場合が幅が小さい傾向がうかがわれ, その他拡張, 自信等では幅広い変化が見られた。また男女差を見たのであるが殆んど一致して特に著しく目立つた場合は発見されなかつた。総体的には (±0～±3) の範囲の変動が最も多く全体の75%を示している。そして (±4) の範囲より急に減少している。してみると気質性格は例え変化するとしても逐年的には幅の狭い範囲で変化するもののようである。V要約一般に気質とは内在的な生来性素質に関する名称であつて性格とは生来性の要素と環境との輻輳によつて獲得されたものとの結合組織化されたものであると言われている。然し吾々が日常観察する児童生徒は, どこまでが気質で, どこまでが性格だと峻別することは甚だ困難である。従つて一括して気質性格として取扱うことが妥当その他は各人各様で複雑である。
(3)段階点の変動は (±0～±3) の範囲の場合が多数で, 従つて気質性格は狭い範囲で変化するのであつて, その小範囲の変化の累積によつて人格の或る一部を形成するものであると思われる。

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Spaces for children to freely play in, such as fields and empty lots, have been diminishing due to urbanization. In this study, outdoor activities and nature experiences which remain in university students’ memories have been categorized, an d the activity areas have been identified. For the survey of outdoor activities, information of activity details and illustration of play areas were collected from 101 respondents. With regard to the survey of nature experiences, descriptions of nature experience and information on activity areas were collected from 70 respondents. Respondents themselves also participated in a workshop to categorize the nature experiences. The types of play area remaining in memories are in rather close proximity in everyday life as compared with locations such as large scaled parks. In particular, elementary schools (42%), parks (17%), and streets (13%) remained in university students’ memories. As for activity areas for nature experiences, nature land (31%) counted the highest figure, followed by parks (13%), neighborhoods (12%), elementary schools (11%), and fields (9%). It is important to consider areas which remain in university students’ memories even after ten years since their childhood. It is necessary to equip activity locations appropriately according to outdoor acti vities and nature experiences.

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Two experiments were conducted to explore whether young children could understand the notion of promises. Five and six year old children were asked to estimate the degree of anger when a promise had been broken. Three types of promise -breaking were considered: promise breaking intentionally, forgetting, and to be an accident. The experiment 1 revealed that 6 year-olds could distinguish the accidental promise breaking from the others, and could judge it to be most forgivable. In the experiment 2, stories were prepared where the three types of promise-breaking were combined in one situation while subjects were asked to rank them, in order to have the subjects to show a greater sensitivity to differences between the three types of promise -breaking. The results showed that 6 year-olds could appropriately distinguish the three types of promise-breaking, and that even 5 year-olds were able to judge the accidental promise-breaking to be the most forgivable. These results suggested that even preschoolers have the understanding of others' mental states as well as promises.

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This trial was undertaken to examine the possibility of application of WISC-test to 3-year-age children.
This test was already standardized by Kodama and Shinagawa to the japanese children above 5-year-age.
A total of III children (male and female) were extracted at random from children in Nagoya City and its suburbs to examine the possibility of standardization.
The results obtained were as follows:
1. The arrangement of problems do not always follow the easiness, and some of them must be shifted each other.
2. Right answers were not obtained about the problems of general-understanding, vocabulary, number-call (in reverse order) and the coincidence of pictures.
3. The higher percentage of right answer will be able to be obtained by adding the easier questions to the problems of general kdowledge, resemblance and performance of pictures.
4. The contents of each problems must be more familiar with the living-conditions of children.
If the above-stated points would be revised, the standardization of this test to 3-year-age children is considered to be possible.

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最近, 乳幼児の精神発達・行動に関する研究は, 移動運動, 指差し行動, アタッチメント, 言語等の特定の領域については, かなりの研究がおこなわれているが, より広範な知的発達の領域を包摂する分野についての研究は, 必ずしも十分ではない。言うまでもなく, この広範な発達領域について, 人間の知性が, その感覚運動期の当初から, 主体と環境の相互交渉の営みのなかで, いくつかの既有のシェマが協応・分化し, 低次から高次へと階層的に構造化されていくのを初めて明らかにしたのは, Piaget, J.(1936) である。しかし, 準実験的観察に基づくこの感覚運動期についてのPiagetの研究は, その広範な発達領域を包摂するが故に, 観察研究の領域が多岐にわたり, それを網羅するかたちでの研究は困難を要する。さらにこの時期のPiagetの研究も, いくつかの間題を内包している。第1は, Piagetがおこなった感覚運動期の観察については, その発達領域をいくつかの下位領域にもっと明確に整理し, それぞれの領域での発達の道筋を明らかにする問題である。第2は, とくに発達研究を進めていく上で, そのそれぞれの発達領域における所定の発達のレベルを客観的に評価することの問題である。第3は, 近年数多く論証されている乳幼児の発達の可塑性 (Hunt, 1961, 1969) を加味すれば, Piaget が感覚運動期の6つの下位段階を発達段階として暦年齢と対応づけているのに対して, 発達のレベルを独立変数とし, 暦年齢を従属変数とする発達の階層的順序性を基本とする発達研究を展開することの必要性である。
Hunt, J. Mc肌とその共同研究者Uzgiris, I. C.(Uzgiris & Hunt 1975) は, Piagetの感覚運動期に関する観察に啓発され, 上に述べた理論的視点に立って, 所定の発達領域における発達の階層化を客観的に評価する順序性をもった6つの領域における7つの尺度を構成している。本研究は, 感覚運動期の6つの領域について作成されたUzgiris-Huntの順序尺度を用いて, 一人の子どもに対する縦断的研究をおこない, その尺度に基づくそれぞれの領域における発達の階層的構造化の過程を検討し, さらにそこで得られた結果から各発達領域の有機的関連とこの知的領域における発達の構造化について考察する。

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The purpose of this study was to as sess whether children's conceptions regarding authority vary as a function of the development of distributive justice. 484 children from 1 to 6 graders were administered 4 interviews to examine this relationship. Their interviews consisted of 4 story-dilemmas (about adult authority, peer authority, and distributive justice). Their responses were analyzed in detail by issue scoring method which classified into one of 6 levels. The results showed that children's authority levels were closely associated with age, and their justice levels. It was suggested that children's developmental status on the sequence of justice levels approximately lead their progress on the authority levels.

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The Author had already published that the scientific consideration composed of 13 constructional elements, and each element has peculier step of development, and then showed them from the 1st year of primary school to the 3rd year of lower secondary school, and related them to the steps of the growth that Jean Piaget had studied. But when we had been proceeding our research, we felt the need of the research for the steps of infant. Then in this essay we tried to show the relation for development between each constractional element, and J. Piaget's research. But this research is only beginning and needs the correction in future. It is reliable that this results supplr contributions to the science teaching in infant education or in special education at least.

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遊びと言語との関係についてはこれまでに多数の報告がある.本研究においても言語訓練に有用な資料を得るために, 精神遅滞児40名を対象に両者の関連性について検討した.
その結果はつぎのとおりであった.
1.遊びは言語とともに発達し, 遊びに象徴性が現れると語の機能が拡大する.
2.脱中心化の観点から遊びの発達と語の機能の拡大をみると両者は並行する.
3.順序性のある遊びと語連鎖発話に関連性がみられる.

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