The purpose of this study was to identify what kind of advice was given in kindergartens by analyzing the transcripts of interviews with early childhood education advisors. The role of the early childhood education advisors was clarified from the perspective of capturing the improvement of the expertise and qualifications of the kindergarten teachers who received continuous advice and the change in their awareness.
The following results of the analysis were obtained. (1) In the first period,“ research”, “content”, “connecting”, “exchange”, and “kindergarten” were arranged. There was advice on how to proceed with the research, what to use as the research theme, and activities related to childhood-elementary collaboration, which is the research theme of the kindergarten concerned. (2) In the second period, “life”, “time”, “awareness”, and “thinking” were arranged. Advice was given on the content of in-school training, what is important to think about and be aware of through interaction with the cooperating elementary school, and how to maintain an attitude. (3) In the third period, “feelings”,“school”, “parents”, and “the environment” were arranged. There was advice on how to perceive infant behavior, development, childcare methods, and parents. (4) In the fourth period, childcare situations, playing, play, homeroom teachers, and R children were arranged. (4) In the fourth period,“ childcare scene”,“ play”,“ playing”, and“homeroom teacher” were arranged. There was advice on childcare methods, such as how caregivers should be involved in childcare scenes, childcare content, and play, and on improving the quality of childcare in the future.