シンポジウム
55 神経科学xIOTから親子関係と早期教育のあり方の是非を説く
55 The pros and cons of early education and the ideal parent-child relationship from the view point of brain science xIOT
座長：細田 千尋（帝京大学先端総合研究機構）・吉田 さちね（東邦大学医学部） |
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| 2022年7月3日 14:05～14:20 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-01
母親単独育児の脆うさとヒトの学び再考
How fragile is mother-only parenting? - Reconsidering human learning
*齋藤 慈子(1)
1. 上智大学総合人間科学部
*Atsuko Saito(1)
1. Faculty of Human Sciences, Sophia University, Tokyo, Japan
Keyword: cooperative breeding, education
The myth of the three-year-old, that if a mother is not the primary caretaker of her child until the age of three, the child's later development is adversely affected, persists in Japan. In addition to the declining birth-rate, the spread of inaccurate information about this critical period has caused a sense of urgency amongst parents to begin their children's education at an early age. Hence, early education is heating up. However, is it really a good idea for mothers to be the only ones involved in their children’s care and education in early childhood or should children be educated by specialists in specific areas from an early age? In this presentation, I would like to reconsider the characteristics of human learning and its outcomes from the perspective of evolutionary psychology and anthropology.
Unlike many other mammals and primates, humans are a species in which the mother cannot raise the child alone; others besides the mother are involved in raising the child infancy onwards. Harlow's study of rhesus monkeys, which is considered to be the background of attachment theory and is closely related to the myth of the three-year-old, found that monkeys that were raised by their mothers but did not experience play with their peers did not develop "normal" social behavior. Rhesus monkeys spend almost 100% of their early developmental time attached to their mothers, but this is not sufficient to develop social skills.
In the hunter-gatherer society that the human species has experienced for a long time, children seem to learn many things by playing from infancy and belonging to mixed-age groups. In line with this reality, the importance of active play and interaction with children of different ages has been specified in the guidelines for nursery schools, kindergarten education, and those laid down by the Ministry of Education. Some have pointed out that leaving children in day-care centers is a pity and has a negative impact on their development, but there are no disadvantages to attending day-care centers that promote interaction with children of different ages. In fact, findings suggest that it promotes development in some aspects.
It can be thought that humans have evolved to learn the cultural knowledge and skills necessary to survive in the environment in which they live. In the case of hunter-gatherer societies, knowledge and skills, such as how to hunt and what kinds of plants to collect, are linked to survival rates and easily understood. However, the mortality rate has also decreased. What should we learn from such a society? Indicators, such as education and income, are easy to understand, but can they be indicators of happiness for future generations? When we think about education, we need to think about what we are going to learn and the kinds of outcomes to which it will lead. | | 2022年7月3日 14:20～14:35 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-02
親と乳幼児の身体接触センシングから解く安心感醸成の神経基盤
Sensing of physical contact between parents and infants for understanding the neural basis of the feeling of safety
*吉田 さちね(1)、船戸 弘正(1,2)
1. 東邦大学医学部、2. 筑波大学WPI-IIIS
*Sachine Yoshida(1), Hiromasa Funato(1,2)
1. Faculty Med, Toho University, Tokyo, Japan, 2. WPI-IIIS, Univ of Tsukuba, Ibaraki, Japan
Keyword: Parent infant relationship, Attachment, Heart rate variability, Parasympathetic activity
For a child, its relationship with its caregivers is crucial for both physical and mental development. Physical contact between caregivers and infants facilitates infants to form an emotional bond with their caregivers. However, it is not well understood how natural physical contact with parents in daily life has an immediate effect on infants. We examined heartbeat changes evaluated from R-R interval (RRI) in the first-year infants during a hug, a common parent-infant physical contact. We found that infants older than four months showed an increased RRI during a hug, indicating a lower heartbeat and pronounced parasympathetic activity, while infants younger than four months did not. Younger infants showed the RRI decrease by pressurization derived from a hug, but older infants did not. Decision tree classification suggested that the RRI increase ratio can be predicted if both the infant’s age and the head movement type immediately before hugging are known. Such a context-dependent RRI change was apparent both in maternal and paternal hugs, but absent in younger infants and older infants hugged by female strangers. Parental RRIs were also increased by hugging their infants. Most mothers and fathers who participated in our study reported feeling relieved when they hugged their infants. When parents hug their infants, the somatosensory stimulation leads to a sense of safety and parasympathetic activation in both parents and infants. The caregiver-infant hug may begin to function as a form of communication for around four months. | | 2022年7月3日 14:35～14:50 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-03
ハイパースキャニングMEGによる親子間相互作用の定量化
Quanrifying parent-child interaction using hyperscanning MEG
*池田 尊司(1,2)
1. 金沢大学子どものこころの発達研究センター、2. 大阪大学大学院連合小児発達学研究科
*Takashi Ikeda(1,2)
1. Research Center for Child Mental Development, Kanazawa University, Kanazawa, Japan, 2. United Graduate School of Child Development, Osaka University, Osaka, Japan
Keyword: HYPERSCANNING, MAGNETOENCEPHALOGRAPHY, PARENT-CHILD INTERACTION
Social interactions between parents and their children play crucial roles in the development of social minds; however, these intra- and inter-brain dynamics are still unclear. Also, understanding the neural mechanisms during social interaction is an important goal for human neuroscience. We are addressing this issue by using hyperscanning MEG (magnetoencephalography). Hyperscanning is the method for measuring brain activity from at least two people simultaneously. Several studies examining the neural correlates of the parent-child relationship have been conducted, and it has been found that some regions in the frontal lobe that may correlate during social interaction.
In our study, we measured mu suppression during face-to-face spontaneous non-linguistic interactions between mothers and their children with autism spectrum disorder using the hyperscanning MEG system that allows us to record brain activities from two persons simultaneously. The results demonstrated significant correlations between the index of mu suppression in the right precentral area and the autistic traits in thirteen mothers and eight children.
At this time, these results might be alternative indices to the parent-child relationship, which has been measured by questionnaires and/or behavioral assessments. However, it is not yet sufficient for immediate application to education for everyone and the treatment of children with developmental disorders. We will discuss what scientific evidence do we have to present and what is needed to meet the demands of society. | | 2022年7月3日 14:50～15:05 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-04
AI世代のデジタル教育 未就学児にデジタルを与える際に親が意識すべきこと
Digital education for the AI generation -What parents should be aware of when giving digital devices to children-
*五十嵐 悠紀(1)
1. 明治大学
*Yuki Igarashi(1)
1. Meiji University
Keyword: Computer Graphics, Fabrication, Education
Personal computer tablets, smartphones, and other digital devices are becoming ever more widely available to the children of today's generation. However, such digital devices have not seen much use in handicraft fields until now. One area where some progress has been made has been the introduction of "Plushie", an interactive system that allows children to design their original plush toys. To create a plush toy, creators first need to construct appropriate two-dimensional (2D) patterns. However, since such designs are often tricky for non-professionals (such as children) to envision appropriately, Plushie uses an artificial intelligence (AI) system to first assist users in constructing appropriate 2D patterns and then predict and model the final three-dimensional (3D) shape. In this way, the model on the screen is always a good approximation of the final sewn result, which makes the design process much more efficient. The sketching interface used for 3D modeling also provides various editing operations tailored for plush toy design. Internally, the AI system constructs a 2D cloth pattern so that the simulation result matches the user's inputs. We have already conducted small workshops to give children a chance to try Plushie and have also introduced digital support tools for other handicraft projects, such as beadwork and stencil designs. The above examples show how digital devices can be used to support children's creative activities. However, when developing such support systems, it is necessary to consider the areas where automatic support should be provided to the children and those areas where children should be encouraged to think creatively for themselves. For example, when parents and supporters talk to children regarding their digital tools, they might freely help them learn how to operate their devices, but when children brainstorm design ideas, their supporters might want to step back and let them proceed on their own. In this study, we discuss this and other ways in which digital devices can be used to support children's creative activities. | | 2022年7月3日 15:05～15:20 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-05
養育者―乳幼児の根気とその神経基盤
Persistence in parents-young children and its neural basis
*今福 理博(1)
1. 武蔵野大学教育学部
*Masahiro Imafuku(1)
1. Faculty of Education, Musashino University
Keyword: child's persistence, mother's persistence, self-control, social development
I will present our study (Imafuku et al., 2021) and ongoing study, and talk about caregiver and infant perseverance and its neural basis. Persistence of a distant goal is an important personality trait that determines academic and social success. Recent studies have shown that individual differences in persistence involve both genetic and environmental factors and parents serve as role models for children, no studies have directly examined the relationship between parents’ own persistence (not the persistence response for childcare) and children’s persistence. The present study examined whether mothers’ persistence is associated with persistence in children aged 3–6 years. In addition, the associations between mothers’ persistence/parenting style and children’s self-control/social development (prosocial behaviors and difficulties) were examined. Our results showed that maternal persistence is essential for the child’s persistence. Children’s self-control and social development were also associated with the mothers’ persistence and parenting style. The present findings provide among the first direct evidence that a high level of mother’s persistence is essential for a young child’s high persistence. Our results also suggest that mothers’ persistence and responsiveness can also be associated with the level of self-control and behavioral difficulties of their young children. We propose that, ultimately, using mothers’ persistence as an index of children’s persistence may promote the development of a new strategy for education for developing children’s persistence with perspectives on parent– child relationships and suggest the importance of educational interventions that enhance parents’ persistence. We are currently investigating the neural basis of this behavioral data on parents-young children perseverance. I would like to report on the results in my presentation. | | 2022年7月3日 15:20～15:35 沖縄コンベンションセンター 会議場A2 第7会場
4S07a-06
persisitenceの個人差神経基盤
The neural correlates of persistence
*細田 千尋(1)
1. 東北大学大学院情報科学研究科
*Chihiro Hosoda(1)
1. Graduate school of information science Tohoku University
Keyword: persistence, plasticity, well-being, executive function
The acquisition of skills, which is the goal of any successful education during one's lifetime, depends on persistence. Particularly in the with COVID-19 era, it has been shown that online education requires more persistence than regular education.
Moreover, persistence supports efficient lifelong learning and directly leads to increased motivation, self-esteem, and well-being toward learning goals (Disabato et al., 2017). In today's Japan, where the motivation to learn and lifelong learning rates are among the lowest in the world (OECD), there is an urgent need to understand the developmental mechanisms of lifelong persistence and develop science-based individual education support methods to help all people achieve well-being in life.
Our research showed the possibility of discriminating the "ability to accomplish" from the characteristics of the frontal pole structure (fractional anisotropy, grey matter volume). We also suggested that the Dunning-Kruger effect might be involved in these differences. In addition, we have shown that effective educational methods for inducing brain plasticity include the small-step method, competitive environments based on the degree of defensive pessimism, and autonomy-promoting learning methods.
With the cooperation of the local government, we have begun to apply these findings to education at model schools in public elementary and junior high schools, and we will also introduce our plans for these schools. | |
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