In cooperation with such organizations as the Japanese Society of School Health, MEXT has prepared pamphlets for teachers and other staff who provide a useful summary of accurate information and note the key points for guidance on asthma so that teachers and other school personnel will be correctly informed on allergies and can properly assist schoolchildren suffering from allergies. Pamphlets have also been prepared for teachers that offer an overview of the symptoms of atopic dermatitis and points requiring attention so that teachers will have accurate information on hand and be able to respond appropriately.

Furthermore, in FY2004 MEXT organized a survey research team of specialists to conduct research on allergies among schoolchildren so that MEXT can then consider and implement measures to support school efforts to combat allergies.

## Part 3 Creating a Sound Environment to Nurture/Protect Children – Community Approaches

## 1 Promoting a New Children’s Plan

The June 1999 report “Daily-life and Nature-based Experiences Nurture the Hearts of Japan’s Children” compiled by the Lifelong Learning Council noted the importance of providing children with opportunities for a variety of experiences involving interactions with friends of differing ages and others in the community to foster in children a “zest for living.”

Taking these recommendations to heart and working toward the introduction of a five-day school week at all schools from FY2002, MEXT drafted a “National Children’s Plan (Emergency Three-Year Strategy)” from FY1999 to help establish community environments that would nurture children and to develop systems to promote the activities of parents and children. In cooperation with other ministries and agencies, MEXT has been increasing the opportunities and sites for hands-on activities for children, among other efforts.

With the five-day school week fully in place, a New Children’s Plan was drafted in FY2002 in view of the results achieved to that point; the following measures continued to be pursued in FY2004 (Figure 1-1-15).

• Ensuring safe and secure activity spots where children can engage in sports, cultural and other activities at school after school hours and on holidays, and establishing systems to encourage volunteer and experiential activities for children both in and out of school

• Expanding the opportunities and sites for children-centered community activities through support for joint projects in collaboration with the Ministry of the Environment, etc., and for children’s activities on weekends with the cooperation of local residents

• Improving the qualifications of parenting supporters in communities and otherwise supporting home education

## 2 Ensuring Safe and Secure Activity Areas for Children

The past several years have seen a great many crimes involving adolescents, frequently including crimes almost unheard of even in adult society. With ever-younger offenders committing vicious crimes, this behavior poses a threat to the safety and security of society as a whole.

Although it is difficult to speak in sweeping generalities, as a thorough understanding of the facts and expert analysis of the circumstances and background are needed in individual incidents, it can generally be concluded that the decline in the educational functions of families and communities can be found at the root of misconduct involving children.

Enhancing the educational functions of families, communities and schools and creating an environment so that these educational functions can be consolidated is important for the sound development of children.