―論論 文
文―――

Mami MIURA

On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

On the Acquisition of Death’s Concept in Infancy (2) －Some Studies on
the Correlation between the Biological and Social Understanding about
Death and Images of Afterlife

Mami MIURA*（令和 2 年 1 月 29 日受理）

Summary
I conducted a survey to study on the acquisition of death’s concept in infancy
as a member of this research by Hyogo Junior College team in Italy and Germany,
Japan in each period from February 2012 to September 2013. In this article, I
considered aspects of infants’ understanding on death through an analysis of thecorrelation between the biological understanding about the death, understandingof infant about death and its social relationship and image of infant about theafterlife through analysis using Peason’s correlation coefficient. As a result,the following findings were obtained: 1. There is a weak correlation between
understanding death and understanding playing activities. 2. No correlation
between understanding death and possibility of conversation, understanding about
afterlife.

keywords ：biological understanding about death, understanding about death andsocial relationship, images about afterlife

Introduction
Althoughdeath
isgenerally
despite abominable in time, a great
number of researches on death have beenpresented up to the present. This issame as research on development ofunderstanding for the life and death ininfancy.
The studies on the acquisition ofa concept about death by Piaget andKastenbaum
especially
have
great
authority in field of psychology.
According to Kastenbaum, four-year-old
infants can understand death, but theirunderstanding is still insufficientbecause of imperfection of their
biological knowledge about death.1) In
order to catch development phases on
biological understanding about death, I
would like to see next three points,
that is, First, an understanding about（＊みうらまみ 保育科准教授 教育哲学・哲学）― 41 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

the deathof infants through their
biologicalphenomenon,
namely,development of their understanding of
infants about the relations between thephysiological function and death.
Second, the development of theirunderstanding about the relationshipbetween the social nature of man seenin the linguistic communication andbiologicaldeath.
It
includesunderstanding about the human relations
and biological death. Third, the infant
has understanding of on irreversibilityofdeath
through
contrastive
understanding of life and death or havenot. Or if it may depend on the imageof the life after death.
Thegeneraltendencyofunderstanding of infants on these threepoints in this research is notcontradicting to the relationshipbetweenbiologicalandsocialunderstanding
on deathandtheunderstanding on concept of death ininfants. However, questions and hints
from different perspectives deliveredby researcher and teachers became
precondition of the answer. Wheninfants have ─even hazy understanding─ understanding about death throughobservations,andexperiencesofnatural phenomena or when they have ─evenimperfect
understanding ─understanding about biological death,they need ability to represent themthroughlanguage.
Becauseunderstanding on something in generalmust be represented through linguistic
element. I must regretfully leave someof these to other occasions.
I hypothesize that theirunderstanding about death has thegreat difference between three years
old and four years old. After four
years old, the contents of thisunderstanding become richer and richer
and a speech expression become more
and more skillful. They are able toconsider diverse cases and factors of
the causation and the relationship on
death. Infants become as able tocorrespond various examples andreasons for phenomenon of death alongwith linguistic development. Therefore
he/she becomes able to speak own ideas
about a life after death (the world ofafter death).
It is certain in the picture bookwhich I used in our research is more
applicable for four years old and older.
After four years old, an infant canreport the detail explanation about
death or his memory of a funeral heattended.2)
Although language is aprecondition for understanding on
phenomenon
of
death
as
the
understanding is connected with numberof vocabulary, I think that an infant
renews his/her understanding with prelinguistic understanding about deatheach time by reconstructing learning
language in the environment. As a casewhich Kastenbaum mentioned, it is saythat the insufficiency of understanding
about death of infant is relate to theinsufficiencyofknowledge
aboutphysiologicalphenomenon
andbiological function of the human bodyand other living beings, namely, theinsufficiency of understanding bylanguage about them. Understanding of
the death be relate to experience and― 42 ―

Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

insight on phenomenon of death, andacquisition of vocabulary about them.
Generally speaking, we do nothave many occasions to meet death ofsomeone. Consequently, I assume that
there is no great difference between an
adult and an infant, in the external
information on death, except knowledgeof three signs of death and criteria
on determination of brain death. In
fact, the death itself has been riddle
to everybody.
For this reason, I
presumethattheproblemoninsufficiency of understanding about
death
ininfancyis
not
only
insufficiency of biological knowledge
but that of social condition andrelation, and of understanding throughlanguage.
I suppose the total of knowledgeof social experience on death whichconstitutes
thefoundationofbiological understanding about thedeath, the difference and the degree
for social experience and consciousness
on life and death are grasp as thedifference of understanding based onage. If there is no great differencein understanding the minimum and simple
yardstick in life or death, I can saythat the acquisition of death’s
concept in infancy depends on knowledge
through social experience and language.

(1)(Miura,2018,Bibliography 2.). About
an investigation summary and the method,
I show only minimum contents in theitem in the following.
[Time and place for enforcement of ourresearch]
From February 2012 to September 2013.
In Italy, Germany and Japan.
[The Object of research]
From three years old to the pre-schoolage (to a primary school).
[Italy] 68 persons [Germany] 70 persons[Japan] 104 persons[A picture book for reading][The title of a book]
Dick Bruna, “Dear Grandma Bunny”,
translated by Ted Smart.
[Original text]
Dick Bruna, “Lieve Oma Pluis”,
Publication
licensedby
MercisPublishing, 1996 Amsterdam.
[Translators of picture book forreading]
Italian text; translated by Rie Zushi
German text;translated(interpretation) byNottelmann-Feil,Marc
Japanese text; by Kyoko Matsuoka
Japanese edition published by Fukuinkan
Shoten Publishers Inc., Tokyo: 2008.

1. Outlines of investigation
1.1 Method of researches
Analysis and the consideration inthis article are based on collective
data of the number of all samples got
by an attitude survey same as article[The time required for research]
The time required of per person:
About five or six minutes.
[Details]
The time for reading: three minutes.

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On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

The time for ask questions: Two or
three minutes.
In a question and a talk with
infant, I used expression such as “arabbit or a rabbit’s girl” inaddition to Miffy inline with theunderstanding of the infant.
[Place for researches]
Kindergarten or nursery schoolclassroom.
1.2 List of question items[Q1.] What happened to Miffy’s
grandmother?
(In two kindergartens of Germany;
What did you feel when you heard thisstory?)[Q2.] Why did Miffy’s grandmother die?
[Q3.] Can Miffy’s late grandmotherbreathe?
[Q4.] Can Miffy play with her lategrandmother?
[Q5.] Do you think that sometime Miffy
will be like her grandmother?
[Q6.] What will become of Miffy’s lategrandmother? (What do you think will be
Miffy’s late grandmother from now on?)
[Q7.] Can Miffy talk with her lategrandmother?
[Q8.] Does Miffy remember her lategrandmother all the time?
[Q9.] Do you think that everybody
become like Miffy’s late grandmother?
[Q10.] What kind of feeling do you havewhen you heard the story?
Do you feel sad or pity？
[Q11.] Do you want to rescue Miffy’s
grandmother?
[Q12.] Would you be kind to Miffy?
Do you want to be kind to Miffy?

2. A few analysis and consideration
Basedonoutlinesofourinvestigation result, I try to makesomeanalysisandconsiderthecorrelationinthree
angles(viewpoints) that I proposed in
the beginning.
Three viewpoints are; 1. theunderstanding of infants on therelation
betweenaphysiological
function (respiration) and death, 2.
the understanding of infants on therelation between human beings, society
and biological death, 3. the relation
between their understanding on deathand their afterlife images. On thecorrelations of these three points, I
analyze questions mutually based on
Pearson’s product-moment correlation
coefficient defining
statisticallysignificant
correlation
inthefollowing.
2.1
The
correlation
betweenunderstandingof
infantsonaphysiological function (respiration)(Q 3) and of the death (Q 1).
The
correlation
coefficient
between “dead”(Q1-C1.) and “breathingis impossible” (Q3-C1.)is 0.317(p<.01).
Therefore, between the responses to thetwo questions is a positive correlation.
(Table1.) I think that a correlation
between “dead”(Q1-C1.) and “breathingis impossible ” (Q3-C1.) is rejected
because the significant probability is
0.000 and because it is smaller thansignificant level, 0.01.

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Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

Table1.
Statistics of the correlations between Q1. and Q3.
Variable
Q3-C1 Q3-C2 Q3-C3 Q3-C4 Q3-C5

Q1-C1. Correlation.317** -.116 -.204**-.207**

Significant probability

.000

.097

.003

.003

Q1-C2. Correlation.042-.024 -.020-.024

Significant probability

.547

.727

.727

.778

* p<.05 ** p<.01
Q1.: C1. She died, C2. She is asleep, C3. I do not remember,
C4. I do not understand, C5. Other reasons, C6. Non-response.
Q3.: C1. No (unable to), C2. Yes (able to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.

But this number is statisticallysignificant in relation with null
hypothesis, in accordance with acorrelation coefficient of both is not
rejected. Therefore, there is asignificant relation between both.
On the contrary, the correlation
coefficient between “dead”(Q1-C1.) and“breathing is possible” (Q3-C2.) is-0.116, in these two responses there
are negative correlation.
Moreover,acorrelation
coefficient between “dead”(Q1-C1.) and“no understand (breathing is possible
or impossible)”(Q3-C3.) is -0.204, anda correlation coefficient between“dead” (Q1-C1.)and “no response(noanswer) ” (Q3-C5.) is -0.207, theresponse to each question has negative
correlation.
These analyses show that there isa correlation
between infants ’understanding about meaning of death
and
their
understandingonphysiological function of respiration.
I can also say that infants canunderstand the relationship of death
and a symptom of biological death. This
result of analyses is more apparent inhigh average age of infants (ages of 45).
But in their understanding on
death from biological viewpoint, I cansay that this result is different fromviews of Piaget and Kastenbaum. I think
it is worth considering whether thisresult is brought by the change of thetime and culture in acquisition of theconcept on their death and life or by
the difference on the method ofanalysis.
However, I cannot go into detailbecause of limited space on thisproblem. I need the more detailed
analysis and consideration of the datafrom Italy and Germany, especially I
have to concern more of infants’age.
2.2 The correlation between infants’
understanding on death (Q.1) and theirunderstanding on human beings inconcerns with society(ⅰ) ( play toconstruct of personal relations)(Q.4.)
The
correlation
coefficient
between “dead” (Q1-C1.) and “playing
is impossible ” (Q4-C1.) is 0.209,
between these response has positive
correlation.(Table2.) The significant
probability of this correlation is0.003,
this value is statisticallysignificant, because we are unable togetastatisticalquantityofsignificance test only less than 1%
probability, even if establishes levelof significant a 1% standard. Therefore,a correlation coefficient both is not
rejected.

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On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

C1.) is 0.033, the correlation cannot
be seen.
Infants who think “playing
Variable
is impossible ” by cause of “isQ4-C1 Q4-C2 Q4-C3 Q4-C4 Q4-C5
sleeping” are not many. Therefore, I***
can say the infant does not judge
Q1-C1. Correlation.209-.116 -.142-.104“playing is possible” or “impossible”
Significant probability .003
.096
.041
.138
as a reason of “is sleeping”.
Q1-C2. Correlation.033 -.018
-.014
-.022
On the contrary, there is a little
Significant probability .635
.792
.843
.750
negative correlation between “ is* p<.05 ** p<.01
sleeping” (Q1-C2.) and “ playing is
Q1.: C1. She died, C2. She is asleep, C3. I do not remember,possible”(Q4-C2.)(-0.018). This shows
C4. I do not understand, C5. Other reasons, C6. Non-response.
that
if response of “is asleep”(Q1Q4.: C1. No (unable to), C2. Yes (able to), C3. I do notC2.) is very few, response of “playing
understand, C4. Other reasons, C5. Non-response.
is possible”(Q4-C2.) tends to increase.
In other words, the infants have
I can show the correlation totendency to think that we cannot to
infant is thinking that “playing is
play
while
sleeping.
But
this
impossible” because of the “death”,
correlationhas
nosignificance.
but an infant does not always
Certainly, in the picture book, aunderstand the correlation between
Rabbit’s grandmother is depicted as her“death” and “to playing is impossible”
deathisapproaching and lying justwith strong relationship.
like sleeping. But as mentioned above,
On the other hand, the correlation
the infants dose not judge relation
coefficient between “dead” (Q1-C1.)and
between “is sleeping”and “playing is“playing is possible”(Q4-C2.) is impossible ” and these two have no0.116, between these response has arelation for infant.
little negative correlation.
About
Consequently, as Kastenbaum andthis, I can be said that the less theothersthought,
theinfantcan
infant thinks someone as “dead”, theunderstandthedifference
betweenvivid
more tendency that he/she thinks
acting existence and not moving state“ playing is possible. ” But theof dead, but their understanding aboutsignificant
probabilityof
thisbiological death is just a mental image
correlation is 0.096, there is a strong
likelihood this correlation is rejected. and imperfect.
And that comes from their lacking
For these reasons I can say that anofthebiological knowledge. However,infant can understand “to alive” inas the result of 2.1 suggests, there is
the relationof “ playing is
the correlation between infant’s
possible” .
understanding on death and on a
Howeverthecorrelation
physiological phenomenon. Therefore, I
coefficient between “is asleep”(Q1assume
that the reason why their
C2.) and “playing is impossible”(Q4understanding of death is imperfect isTable2.
Statistics of the correlations between Q1. and Q4.

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On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

not necessarily connected to lack of
theirbiologicalknowledge.
Thedetailed study(consideration) on thisproblem is needed. There is necessityof analysis concerning every age.
2.3 The correlation between infants’
understanding on death (Q 1) and theirunderstandingonhumanbeingsconcerning thesociety ( ⅱ )(possibility of dialogue with the dead)(Q 7)
The value of the correlation
coefficient between “dead”(Q1-C1.) and“talk is impossible”(Q7-C1.) is veryslight(0.151) (Table3.) I cannot see
the correlation between the both.
Table3.
Statistics of the correlations between Q1. and Q7.
Variable
Q7-C1

Q7-C2

Q7-C3

Q7-C4

Q7-C5

Q1-C1. Correlation

.151

-.040

-.082

.045

-.154*

Significant probability

.031

.571

.244

.527

.029

Q1-C2. Correlation

-.060

.108

-.017

-.007

-.028

Significant probability

.396

.127

.805

.921

.689

* p<.05 ** p<.01
Q1. : C1.She died, C2. She is asleep, C3. I do not remember,
C4. I do not understand, C5. Other reasons, C6. Non-response.
Q7. : C1. No (unable to), C2. Yes (able to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.

On the contrary, there is a little
negative correlation coefficient (0.040) between “dead” (Q1-C1.) and“talk is possible” (Q7-C2). I’d say
about this negative correlation that it
shows the tendency as the next. Namely,
if there are a few infants who thinks“She is asleep” (Q1-C2.), at the sametime, there are more infants who thinks“talking is impossible” (Q7-C1.) withher. But in this case the correlation
is not seen between these both, thisshows that alike the paragraph of 2.2,
infant does not judge “death” and“talk is impossible/possible”.
Moreover,thecorrelation
coefficient between “asleep”(Q1-C2.)
and “talk is impossible”(Q7-C1.) is 0.060. This tendency show that if only
a fewer the infants who thinks “issleeping, ” (Q1-C2.), there are more
infants who thinks “ talking is
impossible. ” (Q7-C1.). There is nocorrelation between the two.
The
correlation
coefficient
between “ is asleep ” (Q1-C2.) and“talking is possible”(Q7-C2.) is 0.108.
It is difficult to think that there issignificant correlation.
In general, the person who “isasleep” is unable to “talk”.
However, infant’s judgment havetendency there are influenced bycontents of the story.
2.4 The correlation between infants’
understandingonphysiological
function(respiration)(Q.3) and theirunderstanding on activity of “play”(Q4)
The correlation coefficient
between “breathing is impossible”(Q3-C1.) and “playing is impossible”(Q4-C1.) is 0.410. I can see thestrong correlation between them.
(Table4.) The significant― 47 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

Table4.
Statistics of the correlations between Q3.and Q4.
Variable
Q4-C1

Q4-C2

Q4-C3

Q3-C1. Correlation

.410

**

-.206

**

**

Significant probability

.000

.002

-.313

Q4-C4

Q4-C5

-.205**

.000

.002

Q3-C2. Correlation

-.159

*

.260

**

.099

-.058

Significant probability

.017

.000

.139

.388

* p<.05 ** p<.01
Q3. (respiration) : C1. No (unable to), C2. Yes (able to),C3. I do not understand, C4. Other reasons, C5. Non-response.
Q4. (play) : C1. No (unable to), C2. Yes (able to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.

probability is very small, a value of
0.000(p<.01), this is statisticallysignificant. Therefore, a correlationof them is not rejected, I can say
there is a significant relation
between the two.
On the contrary, the correlation
coefficient between “ breathing is
impossible”(Q3-C1.) and “playing ispossible”(Q4-C2.) is -0.206. There
are some negative correlations. Thisshows a tendency that if there are a
few infants who response “breathing is
impossible”, conversely, there are anumberofinfants
who
response“playing is possible”.
Similarly, some relations between“breathing is possible”(Q3-C2.) and“ playing is possible ” (Q4-C2.) areshows, their value is 0.260. However,this significant probability is 0.000,
this is thought to be statisticallysignificant (in null hypothesis), andtheir correlation is not rejected.
As indicated in research results
mentioned above, the infants’

understanding on the possibility or
impossibility of respiration and theirunderstanding on activity to play arein correlation. The infants canrightly understand about humanactivity of playing in relation tophysiological phenomenon of
possibility or impossibility of
respiration. The infants’ concept ofdeath is generally acquired from their
biological understandings on thepossibility or impossibility of
respiration and also from humanactivity of playing.
2.5 The correlation between infants’
understanding on a recollection (Q 8)and their understanding on dialogue (Q7)
The
correlation
coefficient
between “remember (keep in mind)”(Q8C1.) and “talk is possible”(Q7-C2.)
is 0.215. (Table5.)
Table5.
Statistics of the correlations between Q8.and Q7.
Variable
Q7-C1

Q8-C1. Correlation

.001

Q7-C2

Q7-C4

Q7-C5

-.079

.046

-.188**

.002

.215

Significant probability .991

Q7-C3

**

.247

.501

.006

*

-.182

**

-.089

-.031

-.068

Significant probability .022

.008

.197

.654

.319

**

-.019

.001

.784

.984

Q8-C2. Correlation.157

Q8-C3. Correlation

-.054

-.111

.332

Significant probability

.432

.106

.000

* p<.05 ** p<.01
Q8. (memory): C1. Yes (able to), C2. No (unable to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.
Q7. (conversation): C1. No (unable to), C2. Yes (able to), C3. I do
not understand, C4. Other reasons, C5. Non-response.

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On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

The significant probability of thiscorrelativity
is0.002,
thiscorrelation has significance.
On the contrary, the correlation
coefficient between “no remember”(Q8C2.) and “talk is possible” (Q7-C2.)is-0.182. The negative correlation issignificant. In case of it means that
if only a few infants answer “ noremember”, conversely, many infants
answers “talk is possible.”.
Thesignificant
probabilityof
thiscorrelativity is 0.008, this value is
not rejected because very small value.
Furthermore, the correlation
coefficient between “no understandabout remember or not”(Q8-C3.) and“no understand about a talk ispossible or not”(Q7-C3.) is 0.332,
the somewhat strong correlation isseen. The significant probability ofthis correlation is 0.000, this isthought to be statisticallysignificant (from a null hypothesis),and their correlation is not rejected.
The correlation between them issignificant.
From these reasons, the infants do
not think clearly on the memory of thedeceased and on the possibility oftalking with the deceased.
However, there is a significant
case that an infant who thinks the
Rabbitgirlremembers
her
dead
grandmother and the talk is possible
with her. Therefore, the infants
sympathize with the idea that we cantalk with a person even if he/she isdead by remembering him/her, as wastold in the story. But I cannot
elucidate whether a voice in a talk isa voice of a dead person in infant’s
memory or an infant’s imaginary voice
which he/she creates in his/her
imagination.
2.6 The correlation between infants’
understanding on a recollection(Q.8)
and their understanding on activity of“play”(Q.4)
The
correlation
coefficient
between “remember (keep in mind)”(Q8C1.)and “ no understand about thepossibility of playing”(Q4-C3.) is 0.203.(Table6.)
Table6.
Statistics of the correlations between Q8. and Q4.
Variable
Q4-C1

Q4-C2

Q4-C3

Q8-C1. Correlation

.050

.122

- .203**-.042

Significant probability

.465

.072

.003

.540

Q8-C2. Correlation

.067

-.083

-.062

.015

Significant probability

.321

.220

.357

Q8-C3. Correlation-.157

Significant probability

.020

*

-.049

.368

.468

.000

Q4-C4

Q4-C5

.827
**

.027
.692

* p<.05 ** p<.01
Q8. (memory): C1. Yes (able to), C2. No (unable to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.
Q4.(play) ：C1. No (unable to), C2. Yes (able to), C3. I do notunderstand, C4. Other reasons, C5. Non-response.

The negative correlation between
them is seen somewhat, the significant
probability of this correlativity is
0.003, their correlation is not
rejected. This means that if there area few infants who answer “remember thelate grandmother”, conversely, there
are a number of infants who answer“ unclear about the possibility of― 49 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

playing with the late grandmother”.
The contrary, the statisticallysignificant probability is showed not
about
the
correlation
between“remember the late grandmother” (Q8C1.) and “playing is possible” (Q4C2.). This means that in infant’s
thought the both are not connected.
This is corresponding with a result toa correlation between the next two.
That
is,
the
correlation
coefficient between “do not understand”(Q8-C3.) about remember or not and “donot understand” (Q4-C3.) about playing
is possible or impossible is a resultof 0.368. The significant probabilityof this correlation is 0.000, thecorrelation between the both issignificant.
I think that infant is not judging
the relations of memory and play inthis research.

Q1.: C1. She died, C2. She is asleep, C3. I do not remember,
C4. I do not understand, C5. Other reasons, C6. Non-response.
Q6 ：1. She went to the grave. 2. She is in the grave all the time.
3. She will go to heaven. 4. She went to the forest. 5. She rises
to the sky. 6. She became a star. 7. She keeps sleeping (rest,lie beneath, remain idle). 8. Other reasons. 9. I do not understand.
10. Non-response.

2.8 The correlation between infants’
understandingonphysiological
function(respiration)(Q.3) and theirunderstanding about afterlife(Q 6)
The significant correlation is notseen between infants’ understanding on
death in view of physiological functionof respiration and their image on
afterlife.
Table8.

Statistics of the correlations between Q3. and Q6.
Variable
Q6-C1 Q6-C2 Q6-C3 Q6-C4 Q6-C5 Q6-C6 Q6-C7 Q6-C8

Q3-C1. Correlation

2.7 The correlation between infants’
understanding on death (Q 1) and theirimage about afterlife (Q 6)
The significant correlation is notseen between infants’ understanding on
death of a grandmother of the heroine
and their image on afterlife.(Table7.)
Table7.
Statistics of the correlations between Q1. and Q6.
Variable-.069 .087 .036 -.101 .077 .028 -.022 .000

Significant probability .304 .194 .591 .133

Q3-C2. Correlation.254 .679.742 .996.111 .040 -.007 .094 -.073 -.017 .032 .108

Significant probability .099 .547 .917 .162

.274

.805 .634 .107

* p<.05 ** p<.01
Q3. (respiration) : C1. No (unable to), C2. Yes (able to), C3. I do
not understand, C4. Other reasons, C5. Non-response.
Q6 ： C1. She went to the grave. C2. She is in the grave all thetime. C3. She will go to heaven. C4. She went to the forest. C5. She
rises to the sky. C6. She became a star. C7. She keeps sleeping (rest,lie beneath, remain idle). C8. Other reasons. C9. I do not understand.
C10. Non-response.

Q6-C1 Q6-C2 Q6-C3 Q6-C4 Q6-C5 Q6-C6 Q6-C7 Q6-C8

Q1-C1. Correlation. 101 .118.083 .118 .079 .044 .149* -.017

Significant probability .150 .092

.234 .091 .259 .533 .033 .809

Q1-C2. Correlation-.024 -.046-.027 -.026 -.031 -.007 -.024 -.041

Significant probability .737 .515 .703 .714

* p<.05 ** p<.01.662 .921 .737 .560

Conclusion
From the analyses above which used
Pearson’s product-moment correlation
coefficient, I conclude that infants
canunderstandrelations
between― 50 ―

Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

physiological function of breathing andactivity of play when considering theconcept of death. In other word it may
be said, the infant is able tounderstand relations with a physiologic
function, death understanding, andsocial relations (activity of the playwith others).
In addition, I can say that infants
do not think the rabbit girl can neveractualy play with her dead grandmotherin her memory. However, infants havenotmadejudgments
about
therelationshipbetweendeath
andpossibility of conversation. It is very
difficult question why they do notthink so. They may merely sympathizewith the story or they may be acquired
naturally as such in the story.
Finally, with respect to theirimage about afterlife, it shows thatthey have the image independently fromtheir understanding on death containing
biological meaning. It is also a
difficult problem to show the causal
relationship between their image ofafterlife and their cultural or
religious background. It is alsodifficult to answer the question, how
the latter influences the former. I
would like to do more detailed analysis
as opportunity permits.

References
1)Kastenbaum,R.(1976) The constructionof death in infancy and early childhood: in “The Psychology of Death”,
3th Edition,(pp.37-39). New York:
Springer Pub.
2)Kastenbaum,R., Early exposure to
death-of-others.: ibid. (pp.439-441).
Bibliography
1.Kastenbaum, R., Kastenbaum, B.,(1989)“Encyclopedia of DEATH”,Oryx
Press.
2.Miura, M.(2018) On the Acquisition of
Death’s Concept in Infancy (1)- A
Count Result and Consideration for
Questions of the Attitude Survey
through the Picture Book Reading in“THE JOURNAL OF HYOGO COLLEGE” No.52・53 (pp.21-31).
Gratitude and apology
I thank you for all of you who had
tolerant
understanding
and
great
cooperation in this research.
In addition, the investigation andresearch paper has published so late.
I apologize from the bottom of my heart.
I am deeply grateful to all
supporter for this investigation that
I able to report this short article.

【Supplementary data】
About the responses of the infant to twelve question items, I want to show
the percentage of the choice of a gathered answer and those each country to thefollowing charts.
[Q.1] A percentage point of a choices of an responses to a question 1 “ What happened toMiffy’s grandmother?
this story?) ”(In two kindergartens of Germany : What did you feel when you heard― 51 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA[Figure1.]

Italy

C1.

C2.

C3.

C4.

C5.

C6.

88.3

0.0

1.6

1.6

6.6

1.6

Germany

72.0

4.0

0.0

12.0

8.0

4.0

Japan

58.5

0.0

0.0

24.2

6.0

11.1

Choices of responses:
C1.She died.
Non-response:

C2. She is asleep.

C3. I do not remember.

C4. I do not understand.

C5. Other reasons.

C6.

Number of valid responses in the subjects 60 (Italy), 50 (Germany), 99 (Japan) persons.

Effective response (significant figure) 60 (Italy), 50 (Germany), 99 (Japan) persons.

[Q.2] A percentage point of a choices of an responses to a question 2 “Why did Miffy’s
grandmother die? ”[Figure2.]

C1.

C2.

C3.

C4.

C5.

C6.

Italy

40.6

22.0

0.0

8.4

16.9

11.8

Germany

32.3

20.5

0.0

32.3

8.8

5.8

Japan

4.0

5.1

3.0

66.3

5.1

16.3

Choices of responses:
C1. She was old.

C2. She had illness.

C3. It was an accident.

C4. I do not understand. C5. Other reasons.

C6. Non-response.: Number of valid responses in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons.
Effective response (significant figure) 59 (Italy), 68 (Germany), 98 (Japan) persons.

[Q.3]

A percentage point of a choices of an responses to a question 3 “Can Miffy’s lategrandmother breathe? ”[Figure3.]- 15 ― 52 ―

Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA

C1.

C2.

C3.

C4.

C5.

86.4

8.4

0.0

0.0

5.0

Germany

82.3

10.2

4.4

0.0

2.9

Japan

83.8

3.0

6.0

0.0

7.0

Italy

Choices of responses:
C1. No (unable to).

C2. Yes (able to).

C3. I do not understand. C4. Other reasons.

C5. Non-response.:

Number of valid responses in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons. Effective response(significant figure) 59 (Italy), 68 (Germany), 99 (Japan) persons.

[Q.4] A percentage point of a choices of an responses to a question 4 “ Can Miffy play with
her late grandmother? ”[Figure4.]

C1.

C2.

C3.

C4.

C5.

Italy

93.1

6.8

0.0

0.0

0.0

Germany

92.5

0.0

1.4

0.0

5.9

Japan

88.8

3.0

2.0

0.0

6.0

Choices of responses:
C1. No (unable to).
Number of valid

C2. Yes (able to).

C3. I do not understand. C4. Other reasons. C5.Non-response. :response in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons.

Effective response(significant figure) 58 (Italy), 67 (Germany), 99 (Japan) persons.

[Q.5]

A percentage point of a choices of an responses to a question 5 “Do you think that― 53 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

sometime Miffy will be like her grandmother? ”[Figure5.]

C1.

C2.

C3.

C4.

C5.

C6.

Italy

57.6

33.8

3.3

0.0

1.6

3.3

Germany

67.1

20.8

1.4

5.9

0.0

4.4

Japan

48.4

19.5

0.0

21.6

0.0

10.3

Choices of responses:
C1. Yes (able to).

C2. No (unable to).

C3. She got old.

C4. I do not understand.

C5. Other reasons.

C6. Non-response.: Number of valid responses in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons.
Effective response (significant figure) 59 (Italy), 67 (Germany), 97 (Japan) persons.

[Q.6] A percentage point of a choices of an responses to a question 6 “ What will become ofMiffy’s late grandmother? ” (What do you think will be Miffy’s late grandmother from nowon?)[Figure6.]

C1.

C2.

C3.

C4.

C5.

C6.

C7.

C8.

C9.

C10.

Italy

4.8

9.6

0.0

12.9

22.5

0.0

16.1

19.3

3.2

11.2

Germany

4.1

27.3

21.9

4.1

2.7

0.0

0.0

12.3

20.5

6.8

Japan

5.8

12.7

4.0

0.9

1.9

0.9

1.9

14.7

45.0

11.7

Choices of responses:
C1. She went to the grave.
to the forest.

C2. She is in the grave all the time.

C5. She rises to the sky.

C3. She will go to heaven. C4. She went

C6. She became a star. C7. She keeps sleeping (rest, lie beneath,remain idle). C8. Other reasons. C9.I do not understand. 10. Non-response.: Number of valid responses in thesubjects 60 (Italy), 68 (Germany), 99 (Japan) persons. Effective responses (significant figure) 62 (Italy), 73(Germany), 102 (Japan) persons. (the plural responses)― 54 ―

Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA[Q.7] A percentage point of a choices of an responses to a question 7 “ Can Miffy talk with
her late grandmother? ”[Figure7.]

C1.

C2.

C3.

C4.

C5.

Italy

74.1

22.4

0.0

0.0

3.4

Germany

73.5

16.1

4.4

1.4

4.4

Japan

75.7

6.3

3.1

0.0

14.7

Choices of responses:
C1. No (unable to). C2. Yes (able to).

C3. I do not understand.

C4. Other reasons.

C5. Non-response.:

Number of valid responses in the subjects 60(Italy), 68 (Germany), 99 (Japan) persons. Effective response(significant figure) 58 (Italy), 68 (Germany), 95 (Japan) persons.

[Q.8] A percentage point of a choices of an responses to a question 8 “ Does Miffy remember
her late grandmother all the time? ”[Figure8.]

C1.

C2.

C3.

C4.

C5.

Italy

78.9

15.7

1.7

0.0

3.5

Germany

82.3

8.8

4.4

0.0

4.4

Japan

49.4

25.8

12.9

0.0

11.8

Choices of responses:
C1. Yes (able to). C2. No (unable to). C3. I do not understand. C4. Other reasons.

C5. Non-response.:

Number of valid responses in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons. Effective response(significant figure) 57 (Italy), 68 (Germany), 93 (Japan) persons.

[Q.9]

A percentage point of a choices of an responses to a question 9 “ Do you think thateverybody become like Miffy’s late grandmother? ”[Figure9.]― 55 ―

On the Acquisition of Death’s Concept in Infancy (2)On the Acquisition of Death’s Concept in Infancy (2)Mami MIURA

Italy

C1.

C2.

C3.

C4.

C5.

C6.

67.7

22.0

5.0

0.0

0.0

5.0

Germany

74.9

17.6

0.0

0.0

4.4

2.9

Japan

47.3

19.9

0.0

2.1

13.6

16.8

Choices of responses:
C1. Yes.

C2. No.

C3. She got old.

C4. I do not understand.

C5. Other reasons.

C6. Non-response. :Number of valid responses in the subjects 60 (Italy), 68(Germany), 99 (Japan) persons. Effective response(significant figure) 59 (Italy), 68 (Germany), 95 (Japan) persons.

[Q.10]A percentage point of a choices of an responses to a question 10 “ What kind of

feeling do you have when you heard the story? Do you feel sad or pity？”[Figure10.]

C1.

C2.

C3.

C4.

C5.

C6.

C7.

C8.

C9.

C10.

C11.

Italy

21.3

13.3

0.0

3.9

26.6

15.9

5.3

0.0

0.0

10.6

1.3

Germany

26.9

5.1

0.0

0.0

33.3

2.5

0.0

3.8

2.5

11.5

14.1

Japan

22.8

17.5

1.7

0.0

0.0

4.3

7.0

4.3

7.0

9.6

25.4

Choices of responses:
C1.Sad.

C2.Pity. C3. Lonely. C4. Bad.

understand. C10. Other reasons.

C5.Good. C6. Glad. C7. Fun. C8. Interesting. C9.I do not

C11. Non-response. : Number of valid response in the subjects 60 (Italy),

68 (Germany), 99 (Japan) persons. Effective responses (significant figure) 60 (Italy), 78 (Germany), 114(Japan) persons. (the plural responses)― 56 ―

Mami MIURA’

On the Acquisition of Death s Concept in Infancy (2)Mami MIURA[Q.11]A percentage point of a choices of an responses to a question 11 “ Do you want torescue Miffy’s grandmother? ”[Figure11.]

C1.

C2.

C3.

C4.

C5.

C6.

Italy

67.7

22.0

0.0

1.6

3.3

5.0

Germany

62.3

23.1

2.8

5.7

1.4

4.3

Japan

60.2

13.2

2.0

7.1

0.0

17.1

Choices of responses:C1. Yes.

C2. No.

C3. Impossible.

C4. I do not understand.

C5. Other reasons. C6.

Non-response. : Number of valid response in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons.
Effective response (significant

figure) 59 (Italy), 69 (Germany), 98 (Japan) persons.

[Q.12] A percentage point of a choices of an responses to a question 12 “ Would you be kindto Miffy? Do you want to be kind to Miffy? ”[Figure12.]

C1.

C2.

C3.

C4.

C5.

C6.

Italy

96.6

3.3

0.0

0.0

0.0

0.0

Germany

65.6

22.3

2.9

1.4

2.9

5.9

Japan

75.5

8.1

0.0

5.1

0.0

11.2

Choices of responses:
C1. Yes.

C2. No.

C3. Impossible.

C6. Non-response. :C4. I do not understand.

C5. Other reasons.

Number of valid response in the subjects 60 (Italy), 68 (Germany), 99 (Japan) persons.

Effective response (significant figure) 60 (Italy), 68 (Germany), 98 (Japan) persons.

― 57 ―