This study investigated the daily interactions between children with developmental disorders or developmental failures and their grandparents. Interviews were conducted between July 2013 and August 2014 with 35 nursery teachers who had experience taking care of children with developmental disorders or developmental difficulties. Qualitative analysis was conducted with an inductive approach, and the data were organized into 3 categories: “Impact on children with developmental disorders or development failures,” “Impact on the parental guardian,” and “Attitude of the grandparents.” Results indicate that “Attitude of the grandparents” impacts the sociability of children with developmental disorders or developmental failures and, with regard to the guardians. Their attitude and lessened the burden of childcare and resulted in a positive approach to tackling the issue of the parental guardian. However, it was found that if the grandparents did not understand, this led to tormenting the children and the parental guardian. Therefore, we conclude that understanding from the grandparents was important.

乳幼児教育・保育への労働従事者の需要が高まり，現在その構成年齢が若い状況のなかで，現職保育者，特に初任保育者への研修や専門性開発のより良い方法を検討することは，重要な課題である。本研究では，保育者の専門性開発と継続的就業を高い水準で実現している幼稚園を対象に，そこで行われているメンタリングの実際を検討した。メンターとプロティージが日々やりとりをする「振り返りノート」の質的分析を，クラムが提示したメンタリングの枠組みを援用して実施したところ，「推薦と可視性」と「保護」，「やりがいのある仕事の割り当て」，「役割モデリング」，「受容と確認」の5つのメンタリング機能が見出された。5つのメンタリング機能には，それぞれ下位機能が存在し，また，5つのメンタリング機能の間に相互作用効果が見出された。