Study of factors related to social and emotional skills in early childhood in Japan
Abstract Background There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan. Methods...
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| Veröffentlicht in: | European journal of public health 2020-09, Vol.30 (Supplement_5) |
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| creator | Kobayashi, M Takakura, M Kakazu, K Gredzuk, S Masuzawa, T Kyan, A Ganaha, Y Endoh, H |
| description | Abstract
Background
There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan.
Methods
The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle.
Results
The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract]
Conclusions
It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.
Key messages
In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health.
This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood. |
| doi_str_mv | 10.1093/eurpub/ckaa166.388 |
| format | Article |
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Background
There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan.
Methods
The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle.
Results
The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract]
Conclusions
It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.
Key messages
In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health.
This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.</description><identifier>ISSN: 1101-1262</identifier><identifier>EISSN: 1464-360X</identifier><identifier>DOI: 10.1093/eurpub/ckaa166.388</identifier><language>eng</language><publisher>Oxford: Oxford University Press</publisher><subject>Boys ; Childhood ; Children ; Cognition & reasoning ; Cognitive ability ; Confidence ; Cooperation ; Emotions ; Food ; Girls ; Intervention ; Kindergarten ; Lifestyles ; Parents ; Parents & parenting ; Polls & surveys ; Public health ; Regression analysis ; Skills ; Statistical analysis</subject><ispartof>European journal of public health, 2020-09, Vol.30 (Supplement_5)</ispartof><rights>The Author(s) 2020. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved. 2020</rights><rights>The Author(s) 2020. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27866,27924,27925</link.rule.ids></links><search><creatorcontrib>Kobayashi, M</creatorcontrib><creatorcontrib>Takakura, M</creatorcontrib><creatorcontrib>Kakazu, K</creatorcontrib><creatorcontrib>Gredzuk, S</creatorcontrib><creatorcontrib>Masuzawa, T</creatorcontrib><creatorcontrib>Kyan, A</creatorcontrib><creatorcontrib>Ganaha, Y</creatorcontrib><creatorcontrib>Endoh, H</creatorcontrib><title>Study of factors related to social and emotional skills in early childhood in Japan</title><title>European journal of public health</title><description>Abstract
Background
There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan.
Methods
The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle.
Results
The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract]
Conclusions
It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.
Key messages
In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health.
This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.</description><subject>Boys</subject><subject>Childhood</subject><subject>Children</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Confidence</subject><subject>Cooperation</subject><subject>Emotions</subject><subject>Food</subject><subject>Girls</subject><subject>Intervention</subject><subject>Kindergarten</subject><subject>Lifestyles</subject><subject>Parents</subject><subject>Parents & parenting</subject><subject>Polls & surveys</subject><subject>Public health</subject><subject>Regression analysis</subject><subject>Skills</subject><subject>Statistical analysis</subject><issn>1101-1262</issn><issn>1464-360X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><recordid>eNqNkMtqwzAQRUVpoWnaH-hK0LUbjW0p9rKEPgl0kRa6E2NpRJw4livZi_x9HZwP6GoenDsMh7F7EI8gymxBQ-iGamH2iKDUY1YUF2wGucqTTImfy7EHAQmkKr1mNzHuhBByWaQzttn0gz1y77hD0_sQeaAGe7K89zx6U2PDsbWcDr6vfTtOcV83TeR1ywlDc-RmWzd26709rT6ww_aWXTlsIt2d65x9vzx_rd6S9efr--ppnZgUyiIhSzYtK5U7S1ISLIUSGRZKSWcIMBMZleAMqgplVhmU4ICsAUE5SOlUNmcP090u-N-BYq93fgjjj1Gn-VKBEgWIkUonygQfYyCnu1AfMBw1CH2Spyd5-ixPj_LGUDKF_ND9h_8Dcjx1Vg</recordid><startdate>20200901</startdate><enddate>20200901</enddate><creator>Kobayashi, M</creator><creator>Takakura, M</creator><creator>Kakazu, K</creator><creator>Gredzuk, S</creator><creator>Masuzawa, T</creator><creator>Kyan, A</creator><creator>Ganaha, Y</creator><creator>Endoh, H</creator><general>Oxford University Press</general><general>Oxford Publishing Limited (England)</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T2</scope><scope>7TQ</scope><scope>C1K</scope><scope>DHY</scope><scope>DON</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>20200901</creationdate><title>Study of factors related to social and emotional skills in early childhood in Japan</title><author>Kobayashi, M ; Takakura, M ; Kakazu, K ; Gredzuk, S ; Masuzawa, T ; Kyan, A ; Ganaha, Y ; Endoh, H</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2198-eded29b64fde55e170603a8665fce1a303e91fca6ba53bca51f1edc10e4155f63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Boys</topic><topic>Childhood</topic><topic>Children</topic><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>Confidence</topic><topic>Cooperation</topic><topic>Emotions</topic><topic>Food</topic><topic>Girls</topic><topic>Intervention</topic><topic>Kindergarten</topic><topic>Lifestyles</topic><topic>Parents</topic><topic>Parents & parenting</topic><topic>Polls & surveys</topic><topic>Public health</topic><topic>Regression analysis</topic><topic>Skills</topic><topic>Statistical analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kobayashi, M</creatorcontrib><creatorcontrib>Takakura, M</creatorcontrib><creatorcontrib>Kakazu, K</creatorcontrib><creatorcontrib>Gredzuk, S</creatorcontrib><creatorcontrib>Masuzawa, T</creatorcontrib><creatorcontrib>Kyan, A</creatorcontrib><creatorcontrib>Ganaha, Y</creatorcontrib><creatorcontrib>Endoh, H</creatorcontrib><collection>CrossRef</collection><collection>Health and Safety Science Abstracts (Full archive)</collection><collection>PAIS Index</collection><collection>Environmental Sciences and Pollution Management</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>European journal of public health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kobayashi, M</au><au>Takakura, M</au><au>Kakazu, K</au><au>Gredzuk, S</au><au>Masuzawa, T</au><au>Kyan, A</au><au>Ganaha, Y</au><au>Endoh, H</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Study of factors related to social and emotional skills in early childhood in Japan</atitle><jtitle>European journal of public health</jtitle><date>2020-09-01</date><risdate>2020</risdate><volume>30</volume><issue>Supplement_5</issue><issn>1101-1262</issn><eissn>1464-360X</eissn><abstract>Abstract
Background
There are numerous reports that social and emotional skills in early childhood have profound influence on lifelong health. The aim of this research is to determine the relation between the lifestyle and the social and emotional skills among children in present day Japan.
Methods
The object of analysis was a total of 110 parents of kindergarten students (56 boys, 48 girls,6 gender unknown) from 3 kindergartens in central Okinawa Island. The survey was conducted in mid-December 2019. Regarding the content of the survey, parents were asked to answer on a five-point scale, based on their subjective opinion, how good is their child, as compared to other children, in each of the 9 sub-scales of the social and emotional skills proposed in the 2015 OECD report, namely “perseverance,” “self-control,” “passion for goals,” “sociability,” “respect,” “caring,” “self-esteem,” “optimism,” “confidence.” Additionally, other question items were set, mainly to ask about the child's own lifestyle.
Results
The results of multivariate logistic regression analysis are following. As for “achieving goals:” 3 items for perseverance - “there are few likes and dislikes about food (OR:2.67, 95％CI:1.03～6.94, p=.043),” “Time for playing games on smartphone is determined (OR:3.21, 95％CI:1.19～8.68, p=.021),” “Eat more fruits (OR:3.03, 95％CI:1.24～8.26, p=.016),” are statistically significant. [Other results are omitted in this abstract]
Conclusions
It became clear that the acquisition of social and emotional skills during early childhood generally involves regular lifestyle and “discipline” at home as a whole. Besides, it is important for parent and child to do various activities together, including those aiming to increase cognitive skills. This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.
Key messages
In early childhood family and kindergarten have to cooperate to foster social and emotional skills, important for lifelong health.
This study is considered to be a powerful evidence for the development of future intervention programme, aimed at acquiring social and emotional skills in early childhood.</abstract><cop>Oxford</cop><pub>Oxford University Press</pub><doi>10.1093/eurpub/ckaa166.388</doi><oa>free_for_read</oa></addata></record> |
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| source | PAIS Index; Oxford Journals Open Access Collection; EZB-FREE-00999 freely available EZB journals; PubMed Central; Alma/SFX Local Collection |
| subjects | Boys Childhood Children Cognition & reasoning Cognitive ability Confidence Cooperation Emotions Food Girls Intervention Kindergarten Lifestyles Parents Parents & parenting Polls & surveys Public health Regression analysis Skills Statistical analysis |
| title | Study of factors related to social and emotional skills in early childhood in Japan |
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