Today, due to global warming, the “Eco-system” is changing and there is a crisis of “Sustainability”. And there is a crucial situation to think about teacher training of ESD (Education for Sustainable Development) from perspective of life-long learning. This study especially focus on the teacher training of ESD in early childhood in Sweden and Japan. In previous research, it has been elucidated by reference study that Swedish curriculum, material and teacher training for ESD has been developing especially with political and educational iniciative for “Sustainability” since 90´s in global level. On the other hand, Japanese curriculum,material and teacher training for ESD has developed especially with educational iniciative for “Sustainability” since 2000 in local level. And finally, it has been concluded by ethnographic study that Sweden´s ESD activities is supported by mostly in political level, but not in educational level. But in Japan´s ESD activities is supported by mostly in educational level, but not in political level. (Asano.Y., 2011) .According to this previous research results, research interest is in recent policy changes in early childhood education in two countries. So to say, Swedish national curriculum has been revised since 2011 by new school law, early childhood education has been focused on “learning” more than previously in Sweden. On the other hand, Japanese national curriculum in early childhood education has been focused more on “play” since 2009. In these policy changes, this research clarify about the research question, “What is the important subject for ESD in early childhood teacher training?” though comparing the activities of ESD in preschools between Sweden and Japan. The objects are public preschools in Örebro city in Sweden and Tokyo municipality in Japan. The theoretical framework used has been social cultural  theory (McLoughlin and Oliver ,1998, p. 128).

• Asano.Y (2009) The importance of ESD in early childhood in Japan and in Sweden (Through the “Environmental epistemological model of 5 aspects”), Japan Women’s University • McLoughlin, C. & Oliver, R. (1998). Maximising the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2), 125-136. • Geertz, C.(1973) "Thick Description: Toward an Interpretive Theory of Culture". Interpretation of Cultures: Selected Essays. New York: Basic Books, 1973. 3-30. • Carson, R. (1965). The sense of wonder, NewYork, USA: Harper Collins. • Lucus, A. (1972). Environment and environmental education: Conceptual issues and curriculum interpretations.Columbus, Ohio, United States: Unpublished doctoral dissertation.The Ohio State University. • Robottom, I. & Hart, P. (1993). Research in environmental education:Engaging the dabate. Geelong,Victoria, Australia: Deakin University Press. • Brunner.W. (1996) “The Mission”, Solbergskolan Visby, Sweden,Gotlands • Imamichi.T. (2002) “Eco-ethica”, Chapter 5 Human and Nature, Ko-dansya academic book, p17－41