When I visited a kindergarten during my university days, I was captivated by the interesting and complex interactions between the children. Since then, I have continued my research on childcare and early childhood education facilities such as kindergartens, daycare centers, and integrated childcare centers. This research stems from a vague question I have had since childhood about relationships between people of the same age and between adults and children.
My research focuses on norms (rules, regulations, customs, etc.) within childcare facilities, examining children’s interactions related to these norms, as well as the connections between such interactions and the perspectives of educators and the facility’s philosophy. Methods include observational studies of children’s interactions, questionnaire surveys, and interviews with educators. Specific themes include verbal exchanges related to norms (e.g., “no”), diverse rules within facilities and educators’ judgments, and childcare perspectives on morality and normative awareness.
Additionally, through several collaborative research projects, I have developed an interest in risky play, emotions and sensations in natural exploration (particularly seemingly negative ones like “fear”), and the use of recycled materials in children’s experiences.
I also have many opportunities to visit practical settings both within and outside the university for research and educators’ training, where I learn a great deal from the careful interactions of educators and the children’s behaviors. I strive to ensure that the knowledge and research findings gained are returned to the field.
The background of my research is psychology (educational psychology, developmental psychology), and research methods are observation, questionnaires, and interviews. While research methods are based on psychology, researching childcare practices involves many aspects that differ from psychological research. Additionally, the relationship between childcare and education practices and academia (not limited to psychology) is highly complex and diverse. Therefore, I strive to engage in thoughtful discussions tailored to the interests of seminar participants, avoiding fixation on specific theories or research methods, and working together to articulate what we aim to clarify through research. I welcome those who wish to deeply reflect on children and childcare/education by learning from past research, as well as those who seek to reexamine pressing challenges in the field from a research perspective, and others eager to learn together.
For more details, please refer to the Child Studies Course/Area page.