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本研究の目的は、1990年代に生じた「学校の怪談」ブームの社会的背景を、「恐怖のパラドックス」に関する最新の心理学的研究を踏まえて検討することである。これまで、子どもたちが怖い話を求める理由は、思春期における危機の克服と説明されてきた。しかしながら、近年の心理学研究では恐怖と楽しみの同時活性化モデルが提案されている。このことを踏まえ、現代社会では、子どもが恐怖を楽しむことが、認められていないことを指摘した。結論として、子どもたちの生活から恐怖を経験する機会が奪われていることを「学校の怪談」ブームの社会的背景として説明した。, The purpose of this study is to examine the social background to the boom in school ghost stories in Japan in the 1990s, in the light of the latest psychological research on the paradox of fear. Until now, the reason for children to seek out scary stories has been explained as them overcoming the crisis of adolescence. However, recent psychological research has proposed a coactivation-based model of fear and enjoyment. In the light of this, this study indicates that in contemporary society children are not allowed to enjoy experiencing fear. The study concludes that the school ghost story boom was a result of children being deprived of opportunities to experience fear in their lives.

The purpose of this study was to consider how to get back the real power of the children'sown culture in their daily life. To play innocently was considered to be a matter of greatimportance for their healthy growing, but today's modernized life reduced the time for them toenjoy their own culture with their heart pounding. To think about this issue, the authorcaptured the possibility of physical education in the elementary school.The analysis first showed the value of time for the children to play sufficiently from theviewpoint of physical development and inner experience. Secondly it treated with the findingsthat today's class of physical education showed strong inclinations to stress on having thestudents experience that sport is essentially full of fun. These considerations suggested that theclass of physical education could be the chance to get the power of children's own culture andwe needed to pay attention about the ability of the teacher for bringing up their students' playmind.The conclusion was that the teacher's attitude of loving sports could be a key to reconstructthe power of the children's own culture and good for creating the quality life.

現在、子どもをめぐる諸問題が多発してきている。本研究の目的は、その問題解決の手掛かりを＜子ども像＞の元型（アーキタイプ）に求め、民俗雑誌に記録された先人の知恵と知識を振り返り、＜子ども像＞の諸相について研究することにある。そのために、様々な民俗祭祀を事例として＜子ども像＞について比較し、過去の＜子ども像＞を浮かび上がらせることを重視している。このような研究姿勢は、「＜子どものあるべき姿＞を追いかける郷的愁（ノスタルジック）な視点である」と椰楡されるかもしれない。しかし、＜子ども像＞の過去形を踏まえた上でしか、＜子ども像＞の現在形や未来形をも内包する「子ども文化」を描き出せないであろう。結論部分では、このような視座に基づき、民俗学的な考察を踏まえて「子ども文化」の定義を提言してみたい。さらに各論の中では、現代の「地域教育」の観点から見て、子どもが民俗祭祀に関わることの重要性についても検討する。, Many problems about children were exposed recently. Especially, problems of "bullying" , "suicide" and "abuse" are very serious. Therefore this study reviews the method how ancient people contacted children, and reconsiders it about the present image of children. I am to examine many documentations of folklore, and to search how we should hand down wisdom of our ancestors to the next generation. Above all, judging from a viewpoint of the Local Education, I reaffirmed that it was important that children participate in folk events. In this research, many traditional events of Japan are compared to, and diverse aspects of "Child Image" are to have been drawn by a folkloric approach. The method of such a stance may be surely a nostalgic viewpoint of pursuing "the image of ideal child in past" . But there is no method to reconsider about essence of "Child Culture" , except grasping diverse aspects of "Child Image" in the past. I consider this article as a case study for proposing an ideal method of the Local Education in the present. On the basis of it, I want to draw a definition of "Child Culture" from a folkloric opinion.

The purpose of this article is to examine the availability of the "children's culture" approach for qualitative research on children's gender identity formation. This article focuses on the children's "construction" of gender dichotomy. Traditional research on children's gender identity formation was conducted from the "socialization" view. Recently, several studies have been conducted on the "construction" view. In this view, children both learn and construct the gender dichotomy. Cultural approach will be useful for this view. Children's culture has two definitions : "art and literature for children" and "customs and the way of behavior that a particular group of children has." For qualitative research of young children, the latter definition will be also important. The findings of my recent observational research of preschool children (conducted during 2000-2001) reveal that preschool children can construct gender dichotomy by themselves, negotiating with social agents (family, mass media, etc.). They separate into gender-oriented group and rarely cross the gender border ; they refer to the idea of gender dichotomy ; and they can take the information about gender dichotomy from the social agents. These are discussed in terms of the conflicts of various values and agents for gender identity formation. Finally, the availability of cultural approach is discussed.