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及其相关因素的发展。结果表明，儿童死亡观念的发展过程具有获得社会经验的趋势。这一结果对于没有经验的儿童理解死亡和生命的概念是非常重要的(Okada：1999)。因此，我们将为学龄儿童制作和策划一个死亡教育项目。我们为学龄儿童计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，如重病或事故。在它给我们带来死亡之前，我们确定了一种指导原则和方法来实践和评价死亡教育。在小学和初中实施死亡教育方案后，我们从一份由学龄儿童撰写的报告中对死亡教育方案进行了评估，结果表明，学龄儿童(各年级)还没有从临终患者儿童那里了解生命和生活(死亡教育方案)。因此，我们打算制作和规划关于死亡教育的内容，并继续进行这项评估研究。

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.