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This study is to identify children's conceptions about the cycling of matters in ecosystems. The developmental tendencies of each conception were analyzed and connected with contents of science textbooks through ages 5 to 17. Children's ideas of cycling of matters in ecosystems were categorized and elicited through the series of written tasks and individual interviews. Qualitative data was collected, transcribed and analyzed to investigate their conceptual differentiation. The tendencies by ages in the understanding patterns of conceptions were as follows. Most children have non-scientific conceptions about the cycling of matters in ecosystems because there are few contents related to cycling of matters in curriculum. Moreover, these contents are distributed in several chapters. This makes children have difficulties to develop the scientific conceptions. Children's scientific conceptions of cycling of matter in ecosystems at last were found from the 10th graders after they had learned with the chapters for 'metabolism' in high school textbooks. As a result, it is apparent that school curriculum has a serious effect into a making process of children's conceptualization process.