The purpose of this study was to identify the elements of “eligibility to become a parent” implicitly held by a wide range of generations. The “eligibility to become a parent” was divided into “readiness” and “conditions” to be a parent. Data was collected through open-ended online surveys from 400 participants between the ages of 15 and 79. As a result of the “readiness” to become a parent question, which was asked through free writing, 15 categories were chosen, including financial stability, having a parenting strategy, and being aware of the responsibilities of being a parent. 12 categories were also chosen for “conditions” for becoming a parent. These included financial stability, the ability to space child-rearing, and love for one's children. Future research should be conducted through quantitative studies to identify the factors in awareness of “eligibility to become a parent”.

  The purpose of this study is to investigate the effectiveness of family studies incorporating role-playing based on Kohei Matsumura's interpersonal relationship theory, using a multi-layered baseline design. It was carried out with junior high school teachers with no experience in role-playing as instructors.

  The study did not detect significant differences in educational effects between role-playing and whole-class lessons. However, through family studies, there was a positive shift in junior high school students' self-assessment values regarding awareness (interest, acceptance, understanding) of parents and families, and action aimed at improving parent-child and family relationships. This indicates an overall educational effect of family studies including both role-playing and whole-class lessons.

  It became clear that family studies, including role-playing based on human relations studies, can influence relationships between students and their parents or families, even when taught by home economics teachers without prior experience, following training sessions.

  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.”

  In this study, we focus on uniforms for nursery school teachers in the workplace in one specific area of Japan. Our purpose is to clarify the current situation of uniforms, the criteria by which they are selected, and the functional requirements of an ideal uniform.

  Uniforms for nursery school teachers can contribute to a better work environment, while also respecting teachers' independence, personal preferences, and childcare plans by offering a range of options to choose from.

  The most frequently purchased clothing items are long pants, aprons, T-shirts, sneakers, and sweatshirts. The three main selection criteria are ease of movement, comfort, and ease of washing. Absorbency is also valued, and to a lesser degree, consideration is sometimes given to how the clothing appears to others, such as children and parents.

  Suitable items for childcare wear, including T-shirts, sweatshirts, and aprons, should mainly cover the upper body, be available in different styles, and reflect the selection criteria described above.