Recently, class conversations of 5-year-old children have been regarded as important. As childcare facility is a place of collective life, problems such as interpersonal conflicts with others, and also some problems such as differences of opinions toward others or toward the whole class, generally occur during activities. While teachers considered solving these problems with the whole class, it indicated that these experiences are very important because these experiences not only lead to the

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... rease of ability during 5-year-old children' s discussion. These discussions, promote the formation of children's social relationships as well. Furthermore, the positions of persons concerned and persons non-concerned during the children ' s problem-solving situations have been clarified. This study is considering whether the 5-year-old children played any roles in solving the problems as "problems between individuals" , "problems among individual and collectives" , and "problems of collectives" . In addition, the study is based on the 5-year-old children's utterance sequences, according to their positions of persons concerned and non-concerned. Naturalistic observation over nine months took place in a certificated nursery school in Tokyo, Japan. The 5-year-old class has 9 children, 3 boys and 6 girls, all Japanese. The mean of ages in this class is 5 years and 10 months at the beginning of July. Field-notes are based on video and sound data. "Class discussion for problem solving" setting is, teacher and all children of the class attend the discussion, and the discussion is to solve one problem at a time. The problems were divided into 3 categories: the "problems between individuals" , e.g. a quarrel of two 5-year-olds; the "problems among individual and collectives" , e.g. one 5-year-old child dissatisfied with the decision of the class; and the "problems of collectives" , e.g. the whole class determine everyone' s duties or the roles of an opera. Furthermore, the analysis is based on utterance sequences of the two selected children (who stand at both positions of persons concerned and non-concerned, also have the largest number of utterances, 286 utterances and 256 utterances), according to whether they were persons concerned with a specific problem or not. In this study, with reference to the categories of "support one side" and "mediate" , different roles of two children were considered according to three types of problems, "problems between individuals" , "problems among individual and collectives" , and "problems of collectives" . The result indicates that 1) during the "problems between individuals" and "problems among individual and collectives" , when neither of them was concerned with the problems, 5-yearold children caused some effects to the children concerned, not only persuade them to give up 12