A guide principle and method to practice and evaluation for Death-education -for elementary and junior student-

我们研究了学龄儿童死亡概念和相关因素的发展。从这些结果可以看出，儿童死亡概念的发展过程具有获得社会经验的趋势。这个结果是非常重要的，如果儿童有理解死亡和生命的概念没有经验（okada:1999）。所以我们打算制作和策划一个针对学龄儿童的死亡教育项目。我们为学龄儿童策划了三个死亡教育项目。它是为了考虑认知发展和现实事件，比如严重的疾病或事故。在此之前，我们确定了死亡教育实践与评价的指导原则和方法。通过对中小学死亡教育项目的实践，以学龄儿童为研究对象，对死亡教育项目进行评价。因此，学龄儿童（每个年级）从绝症患者的孩子那里学习了生活和生活（死亡教育项目）。因此，我们打算制作和规划死亡教育，并继续进行评估研究。

We have examined the development of the Death-concept and associated factor for school age children. From these result, it was shown that the developmental process of children Death-concept has a tendency to gain socio-experience. This result was very importance If children has understanding the death and life concept without non-experience(okada:1999).So we were going to produce and plan a death-education program for school-age children. We planed three death-education program for school age children. It made in order to consider about cognitive development and reality event like bad illness or accident. It bring us a Death Before then, we identify a guide principle and method to practice and evaluation for Death-education. After the practice of death-education program at elementary and junior school, we evaluated about death-education program from a report, written by school age children.As a result, school age children(each grade)-ff ere learned about life and live from children, who is a terminal patient (death-education program). So We were going to produce and plan about death-education, and continue this evaluation research.