Fujisawa, Keiko

写真a

Affiliation

Faculty of Letters, Department of Humanities and Social Science (Human Relations) (Mita)

Position

Professor
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Career 【 Display / hide 】

  • 2007.04
    -
    2015.03

    慶應義塾大学, 文学部, 助教

  • 2015.04
    -
    Present

    慶應義塾大学, 文学部, 准教授

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Academic Degrees 【 Display / hide 】

  • 博士（学術）, The University of Tokyo, 2007

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Research Areas 【 Display / hide 】

  • Humanities & Social Sciences / Educational psychology

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Papers 【 Display / hide 】

  • Review of Developmental Studies on Children in Infancy, Early, and Middle Childhood:

    FUJISAWA KEIKO

    The Annual Report of Educational Psychology in Japan (The Japanese Association of Educational Psychology)  63 ( 0 ) 1 - 16 2024.03

    ISSN  04529650

    　View Summary

    <p>  This paper provides an overview of research presented from July 2022 to June 2023 that targeted infancy and childhood and consists of two parts. The first part summarizes the research themes presented in the "Development" section at the 65th Annual Meeting of the Japanese Association of Educational Psychology and compares them with recent trends. As reflected in the symposium "The Present and Future of Research Using Longitudinal Data" at the 65th Annual Meeting of the Japanese Association of Educational Psychology and in the special issue of <i>The Japanese Journal of Developmental Psychology</i> entitled "How Do Longitudinal Studies Contribute to Our Understanding of Development" (Vol. 33, No. 4, 2022), interest in longitudinal research has entered a new phase. In the second part, an overview of longitudinal research in Japan is provided. Specifically, it focuses on longitudinal studies among articles published in <i>The Japanese Journal of Educational Psychology</i>, <i>The Japanese Journal of Developmental Psychology</i>, <i>The Japanese Journal of Psychology</i>, <i>Japanese Psychological Research</i>, and international journals covering the period from infancy to childhood. Finally, research trends and prospects are discussed.</p>

  • Association Between the COVID-19 Pandemic and Early Childhood Development

    Sato Koryu, Fukai Taiyo, Fujisawa Keiko K., Nakamuro Makiko

    JAMA Pediatrics (JAMA Pediatrics)  177 ( 9 ) 930 - 938 2023.09

    ISSN  21686203

    　View Summary

    [Importance] Although a growing number of studies have reported negative associations of the COVID-19 pandemic with academic performance among school-aged children, less is known about the pandemic’s association with early childhood development. [Objective] To examine the association between the COVID-19 pandemic and early childhood development. [Design, Setting, and Participants] In this cohort study conducted in all accredited nursery centers in a Japanese municipality, baseline surveys of children aged 1 and 3 years (1000 and 922, respectively) were conducted between 2017 and 2019, and participants were followed up for 2 years. [Exposure] Children’s development was compared at age 3 or 5 years between cohorts that were exposed to the pandemic during the follow-up and a cohort that was not. [Main Outcome and Measure] Children’s developmental age was measured by nursery teachers using the Kinder Infant Development Scale (KIDS). Data were analyzed between December 8, 2022, and May 6, 2023. [Results] A total of 447 children (201 girls [45.0%] and 246 boys [55.0%]) aged 1 year at baseline were followed up to age 3 years, and 440 children (200 girls [45.5%] and 240 boys [54.5%]) aged 3 years at baseline were followed up to age 5 years. During the follow-up, the cohorts that were exposed to the pandemic were 4.39 months behind in development at age 5 compared with the cohort that was not (coefficient, −4.39; 95% credible interval, −7.66 to −1.27). Such a negative association was not observed in development at age 3 years (coefficient, 1.32; 95% credible interval, −0.44 to 3.01). Variations in development were greater during the pandemic than before the pandemic regardless of age. Additionally, the quality of care at nursery centers was positively associated with development at age 3 years during the pandemic (coefficient, 2.01; 95% credible interval, 0.58-3.44), while parental depression appeared to amplify the association between the pandemic and delayed development at age 5 (coefficient of interaction, −2.62; 95% credible interval, −4.80 to −0.49; P = .009). [Conclusions and Relevance] The findings of this study showed an association between exposure to the pandemic and delayed childhood development at age 5 years. Variations in development widened during the pandemic regardless of age. It is important to identify children with developmental delays associated with the pandemic and provide them with support for learning, socialization, physical and mental health, and family support.

  • Quality of early childhood education and care in Japanese accredited nursery centers: A study using the Early Childhood Environment Rating Scale, Third Edition (ECERS-3)

    Fujisawa K.K., Fukai T., Nakamuro M.

    PLoS ONE (PLoS ONE)  18 ( 2 February )  2023.02

    ISSN  1932-6203

    　View Summary

    This study presents the first quantitative evaluation of the quality of early childhood education and care (ECEC) in Japan to make a significant contribution to the body of knowledge accumulated on ECEC in countries where research has been limited. We observed 30 classes comprising 3-year-olds, 28 classes comprising 5-year-olds, and 30 classes comprising mixed-ages from publicly provided nursery centers under the jurisdiction of the Kanto metropolitan area, Japan. An internationally-recognized quality rating scale for ECEC called the Early Childhood Environment Rating Scale, 3rd edition, which consists of six subscales, was used for this study. In contrast to previous studies conducted in the US, the results of this study showed that the Japanese ECEC is characterized as showing higher scores in the two subscales, “Personal Care Routines” and “Interaction,” and showing lower score in the subscale, “Learning Activities.” In addition, this study showed that the quality of ECEC varied across nursery centers. Furthermore, with regard to the two subscales, “Interaction” and “Language and Literacy,” the degree of variation within centers differed across nursery centers. This study analyzed how these characteristics of Japanese ECEC can be partly produced by the existence of national guideline for nursery centers authorized by the Japanese government. In addition, mechanisms producing differences in the quality of ECEC among and within centers were also discussed.

  • 福祉サービス第三者評価と保育の質との関連：現状と課題

    藤澤 啓子, 深井 太洋, 中室 牧子

    RIETI Discussion Paper Series 22-J-042 2022

  • An Association between Poverty, Health and Developmental Risks during Early Childhood with Subsequent Academic Performance

    Fujisawa Keiko K., Fukai Taiyo, Hiroi Noriko, Nakamuro Makiko

    The Japanese Journal of Developmental Psychology (Japan Society of Developmental Psychology)  33 ( 4 ) 332 - 345 2022

    Accepted,  ISSN  09159029

    　View Summary

    <p>Using a large scale of administrative records provided by a local government, this study showed that experiencing family financial difficulties before school entry, signaled by receiving public assistance, and a child's own risk on health/development evaluated at the time of the Health Checkup for 3-year-old children lowered academic performance. It was deduced that the negative association between past financial difficulties of families and academic performance was greater than that between children's health and developmental risks and academic performance. Furthermore, the longer the period of exposure to family financial difficulties is, the greater the impact is. Additionally, the absence of health checkups for 3-year-old children was negatively related to academic performance. It was discussed that information on administrative records related to the welfare, health, and education of all children aggregated across jurisdictions and clarifying the relationship between developmental risk factors and outcomes would be extremely important for the effective implementation of scientifically based outreach and push-type support.</p>

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Papers, etc., Registered in KOARA 【 Display / hide 】

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Research Projects of Competitive Funds, etc. 【 Display / hide 】

  • 幼児教育・保育の質の向上につながる評価プロセス

    2023.04
    -
    2028.03

    基盤研究(B), Principal investigator

  • 良好な就学への移行をもたらす保育の質の解明

    2018.04
    -
    2023.03

    MEXT,JSPS, Grant-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Principal investigator

  • 貧困と災害の教育経済学：社会的不利や困難に打ち勝つ子供をどう育てるか

    2016.04
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    2020.03

    文部科学省・日本学術振興会, 基盤研究(A), Coinvestigator(s)

  • 経済格差と教育格差の長期的因果関係の解明：親子の追跡データによる分析と国際比較

    2016.04
    -
    2020.03

    文部科学省・日本学術振興会, 基盤研究(S), Coinvestigator(s)

  • 養育態度が実行機能の発達に及ぼす影響に関する発達行動遺伝学研究

    2012.04
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    2015.03

    文部科学省・日本学術振興会, 若手研究（A）, Principal investigator

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Courses Taught 【 Display / hide 】

  • SPECIAL STUDY OF EDUCATIONAL PSYCHOLOGY1

    2024

  • SPECIAL SEMINAR: EDUCATIONAL PSYCHOLOGY2

    2024

  • SPECIAL SEMINAR: EDUCATIONAL PSYCHOLOGY1

    2024

  • SEMINAR: STUDY OF EDUCATIONAL ISSUES/PROBLEMS

    2024

  • SEMINAR: SPECIAL STUDY OF PEDAGOGY 2

    2024

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