The purpose of this study is to investigate the changes of childcare learning contents in home economics since 1945 by analyzing the descriptions in the Courses of Study. This study focused on “development” and “how to relate to children.”

  The investigation revealed that the role of supporting “development” has been linked to the role of the family. To make it common knowledge that children's development should be supported by society, it is necessary to learn about this beginning in junior high school. It was also revealed that the contents of childcare learning have decreased in the Courses of Study, but descriptions of “ways of interacting with the child” have increased. The current Courses of Study mention the necessity of “ways of interacting according to the child.” In accordance with the Convention on the Rights of the Child, it is expected that home economics childcare learning should include understanding young children not only as “beings in need of protection and care,” but also as “subjects of rights.”