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This study introduces various studies on the provision of developmental support from infancy to school age to intellectually normal infants with very low birth weight. A literature review revealed the issues of support for parents and collaborations between organizations related to the care of children from infancy to school age. However, most existing studies have targeted mothers and nursery teachers and have not investigated kindergarten and post-secondary teachers. Therefore, the scope of research on this theme must be expanded to enable long-term and comprehensive developmental support for very low birth weight infants. Prospective studies should promote surveys on parents, nursery schools, kindergartens, elementary schools, and nursing facilities. Future researchers must attempt to apprehend the actual conditions of developmental and educational support for very low birth weight infants and assistance extended to their parents and should examine the status and significance of collaborations between the related organizations.

Japanese school lunch is considered a part of the school curriculum. Most elementary school teachers provide instructions regarding school lunches. Teacher training curriculums in Japan, however, don’t offer methods to teach school lunch; new teachers must deal with lunch time by themselves. This study conducted both observation of school lunches and interviews with five teachers in elementary school to discover instructions methods used during school lunch and teachers’ thoughts about school lunch. The key contents of school lunch instruction methods were “lunch time rule setting” and “instruction languages.” The teachers’ goals included helping the children to think and move independently, and their methods were designed to further this goal. At the same time, teachers made efforts to understand their students and tried to give instruction based on the personality of each child.

The purpose of this study was to clarify the current status of lifestyle habits in early childhood and children with regard to sleep, diet, exercise, lifestyle habits related to the media, and habits involving families and communities. The subjects were a self-administered questionnaire survey of 27 items of lifestyles for a total of 885 students at primary school, junior high school students, and kindergartens and special support schools at A university attached school garden. Analysis was tabulated by each school, and elementary school and junior high school were compared and considered the school year. Result, 1. With regard to breakfast intake and meal residues, more favorable lifestyles were formed at the school and special needs schools as the undergraduate level progressed. However, it was shown that third-grade students tend to be undesirable in eating, sleeping, and exercising habits. 2. In the media-related habits, junior high school was the highest for Internet and mobile email usage time. 3. Habits related to the family and the community are the highest in kindergarten, and decrease as the stage of primary and secondary schools progress, but in special support schools it is higher as the stage of the academic progress. From these facts, it was suggested that health education for lifestyle formation should be devised by considering the developmental stage of lifestyle formation and further examining the relationship with mental health and self-esteem.

This paper investigated the meaning of the things that students had to clean at school. The school is a place of learning also a place of living, it is important to consider the way of cleaning as one of daily living acts. First of all, was studied a training of cleaning itself has been done at home. Then, from the literature and previous studies, summarized the history of the clean-up activities in the school, discussed today issues and the flow leading to modern. Finally, summarizes the results obtained from the analysis of two of the contents, it has been described future challenges and significance of school cleaning as seen from the perspective of housing education. Handling of cleaning in the home, from an important position as day-to-day discipline, due to changes surrounding the post-war society and living life, to keep away from him from the parents’ consciousness along with the alleviation of the burden, has buried in a variety of life activities of day-to-day. Daily cleaning of the school has become a place of valuable experience for the students. It is also important for parents to provide opportunities to learn together for the actively cleaning and maintenance of building at school in the future.

The purpose of this paper is to investigate career development of female principals at elementary and junior high schools. We interviewed eight married principals who had children with respect to their work and private lives, especially child care. Respondents recognized that both teaching jobs on their first stages and management jobs as middle leader led to management jobs as executive. Most respondents were recommended to advance their careers by their supervisors (principals). They recognized gender gap concerning recommendation for promotion. They managed to balance work and life during raising children. They had childcare supporter besides nursery school and sympathetic understanding of their colleagues at work. They recognized that the experience of raising children enhanced their ability for both their jobs and their characters.

The subject of “nurturing living things” in the technology and home economics curricula was made compulsory for students in junior high schools. Although activities that allow the experience of nurturing plants have been carried out in elementary schools to develop student readiness to nurture living things, they have not been organized with the inclusion of cultivation learning in junior high schools. To grasp the current conditions of plant nurturing in elementary schools, a questionnaire was distributed to elementary school teachers in Saitama Prefecture. The results showed that more than 50% of teachers felt uneasy about teaching this subject due to current problems surrounding the learning of plant nurturing. In particular, inadequate preparation time and a lack of a specialized knowledge of cultivation, including such topics as replant failure or healthy soil, were shown to be significant problems for teachers.

While practicing repeatedly, the first grader having got to know the rule peculiar to school life, and being puzzled as a result of the participant observation in a first grader class, it becomes a model of the child who does not get the child who can do it, and came to practice independently. It became clear that it is adapted in the sprout of the consciousness to a friend and the process in which it helps and cooperates, gradually. Moreover, although the “failure” was shown in the new environment of an elementary school, the time was seen immediately after entrance into a school by the fundamental lifestyle which was being mastered before many of first graders, such as seeing not only in the 1st term but in the 2nd term's and the 3rd term's, excretion, and spare clothing's, entering a school. To a child's puzzlement, the class teacher stepped on the stage and has spoken so that it can act with a prospect, and it was suggested that these could be regarded as a device in which a first grader does sense of security and which he can pass at an elementary school.

Elementary school students learn the basics of boiling and stir-frying in cooking, This study aimed to examine how elementary school students learned boiling and stir-frying in cooking classes. ( 27 students in a public elementary school in Saitama prefecture ) This study targeted the sixth grade student classes ‘Let’s cook breakfast’.The curriculum is as follows:(1)Learning about breakfast(2)attempting boiling and stir-frying(3)Choosing what to cook and the actually cooking(4)Self-evaluation and making recipe cardsThe results of analyzing the ‘recipe cards’ are as follows:(1) Half of the students chose stir-frying. Students who chose boiling understood the aim of the classes. Students with good appetites tended to choose both boiling and stir-frying.(2)Students recorded how they made adjustments to their cooking on their ‘recipe cards’. They learned the actual points of cooking through cooking classes. Stir - frying is an excellent method for elementary school students, because after stir -frying the students recorded a lot of things they noticed and how they made adjustments when cooking.(3)Students should learn boiling and stir-frying separately. Stir-frying is especially good for basic cooking in elementary school.