Students in ECEC training program learn specialized knowledge and skills through classroom lectures and off-campus training, but they also learn through fieldwork in seminar classes. The purpose of this study is to clarify what kind of learning occurs when students in ECEC training program engage in fieldwork activities together with students from other departments. Shirakawa et al.(2021) found that trained ECEC teachers improved their communication skills compared with the students in ECEC training program. Focusing on students in ECEC training program, this study examines fieldwork that broadens students' perspectives. Our study draws on the theories of L. S. Vygotsky who described ‘zone of proximal development’ and Wood’s theory dealing with ‘scaffolding’. We surveyed 5 students in ECEC training program and 13 students from other departments with a questionnaire. Participants were provided with a consent form prior to the start of the study and were also offered the opportunity to withdraw from the study at any time. The fieldwork used in this study included visits to an elementary school, a nursery school, an orphanage, local buildings, and nature experiences during a 3-day/2-night training program on a remote island. It was evident that the students in the nursery school and elementary school were able to learn the importance of the physical environment of the buildings from students in other departments studying architecture through observation, fieldwork, interaction with children, and interviews with parents. This research can contribute to the development of implications to enhance the childcare qualities of students in ECEC training programs.ECEC teacher program, students in pre-service, fieldwork, childcare qualities, scaffolding
