Humanities & social sciences / Education - general
Academic & Professional Experience
2020/04 - Today Nagoya City University大学院人間文化研究科教授
2011/04 - 2020/03 Nagoya City UniversityGraduate School of Humanities and Social Sciences准教授
2010/04 - 2011/03 Chugokugakuen UniversityFaculty of Children Studies准教授
2007/04 - 2010/03 Chugokugakuen UniversityFaculty of Children Studies専任講師
2002/04 - 2007/03 Kochi Gakuen CollegeDepartment of Early Childhood Education and Care専任講師
Association Memberships
JAPANESE SOCIETY OF CHILD HEALTH NURSING The Japanese National Committee of OMEP 日本こども学会 質的心理学会 教育心理学会 発達心理学会 National Association for the Education of Young Children 中国四国教育学会 中部教育学会 日本教育工学会 日本教育方法学会 国際幼児教育学会 日本子ども社会学会 日本乳幼児教育学会 日本保育学会
Pacific Early Childhood Education Research Association Pacific Early Childhood Education Research Association 15 (2) 111 - 133 2233-5234 2021/05 [Refereed]
Ueda Harutomo; Akita Kiyomi; Ashida Hiroshi; Oda Yutaka; Kadota Riyo; Suzuki Masatoshi; Nakatsubo Fuminori; Noguchi Takako; Yodogawa Yumi; Mori Nobuko
RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN JAPAN SOCIETY of RESEARCH on EARLY CHILDHOOD CARE and EDUCATION 58 (1) 67 - 79 1340-9808 2020/08 [Refereed]
Research on Early Childhood Care and Education in Japan JAPAN SOCIETY of RESEARCH on EARLY CHILDHOOD CARE and EDUCATION 52 (2) 88 - 98 1340-9808 2014/12 [Refereed]
Teachers' professionalism and cultural reflection in early childhood education and care : How long would you wait to intervene in children's conflict situations? [Not invited]
Fuminori Nakatsubo; Harutomo Ueda; Lok-Wah Li
NAEYC annual conference 2018 2018/11 Washington D.C. convention center NAEYC
ECEC teachers' professionalism from Japanese contexts [Invited]
UEDA Harutomo
IGTKI-EDUKA Indonesia International Conference 2018/11 Jakarta, Indonesia Pico
How Japanese ECEC leaders and practitioners identify their on-site professional development needs? [Not invited]
Do you intervene immediately or keep waiting in the conflict situation of young children? Japanese Mimamoru Approach as the teachers' professionalism [Not invited]
2015 NAEYC Annual conference&EXPO 2015
Fuminori Nakatsubo, HarutomoUeda, Takako Yoshida, Kanako Tsuchiya, PS#113, in Orlando convention center, 2015.11.19.
Promoting problem solving by young children : Do you intervene immediately or not? The Japanese Mimamoru Approach and teacher professionalism [Not invited]
2014 NAEYC annual conference&Expo 2014
2014.11.08, Fuminori Nakatsubo, Harutomo Ueda, Kanako Tsuchiya, Takako Yoshida, Kay Bailey Hutchison Convention Center, Dallas, US
The dicision-making process of teaching in daycare center teachers --Focusing on free play time-- [Not invited]
PECERA 2012
Whydo Japanese earlychildhood teachers not intervene for young children eventhough they have the educational intention? --Theory and practiceof Japanese Mimamoru aproach [Not invited]
EECERA 2012
How do the US teachers recognize the Japanese teacher's professionalism? -- The Japanese Mimamoru approach in early childhood education and care [Not invited]
特定妊婦の心身や社会的状況の現状および助産師の支援内容や支援の困難さなどの問題を明らかにし、特定妊婦への支援スキルを検討することを目的に、2019年6月~9月まで10名のA市の特定妊婦家庭訪問を行っている助産師に個別に半構成的インタビューを行った。インタビュー内容は、妊婦の問題(身体・精神・社会的状況)、子ども家族、環境問題について、特定妊婦自身がどのような対処行動をとっているか、とれていないか(どのように向き合っているか)、その時の助産師の支援内容や関わりの難しさについてである。
特定妊婦の心身や社会的状況の現状および助産師の支援内容や支援の困難さなどの問題を明らかにすることで、特定妊婦への支援スキルが向上し、児童虐待の予防につながることが期待できる。支援スキルの中でも、特定妊婦の対処行動の変容についての支援に注目したい。人が自分の状況に合わせて対処行動を組み合わせてストレスマネージメントする必要があるため、その支援をすることで、特定妊婦の虐待予防にもつながると考える。
インタビュー内容から50事例の支援内容が導き出せた。分析方法は、SCAT(Steps for Coding and Theorization)を用い、一事例をSCATで分析して構成概念を出し、それを他の事例に当てはめてみて、重なっていないデータを追加していくこととした。
SCATで分析した若年妊婦の一事例を「若年の特定妊婦の状況および助産師の効果的支援-SCATによる一事例の検討―」のテーマで、2020年度日本小児保健協会学術集会に発表する予定である。
国際的学際的方法による社会情動的スキルを核とする幼小を繋ぐ非認知能力の評価法開発
Japan Society for the Promotion of Science:Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Japan Society for the Promotion of Science:Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (A)
Date (from‐to) : 2011/04 -2016/03
Author : AKITA KIYOMI; UEDA Toshiharu; MORI Nobuko
To ezsamine the effects of quality of ECEC seettings on children's development from 4-years'old to the 2nd grades, the longitudinal data of 1244 children's congnitice (vocanulary and sicentific reasoning) and non cognitive development (collaboration and self-reguilation) has been collected in 24 ECEC settings. The quality of these seetings has been evaluated by using ECEC quality scale that were originally developed. The results showed as follows:①quality of ECEC settings at four-year old class predicts the chilren's vocaburary develoment at 1st and 2nd grade. ②The quality of ECEC effects on five year-old children' scientific reasoning ability, but the differences were dissapered after entering school.③ There are diffrences of children's growth of non-cognitive e development between ECEC settings.