藤澤　啓子 （ フジサワ　ケイコ ）

Fujisawa, Keiko

写真a

所属（所属キャンパス）

文学部 人文社会学科（人間関係系） （ 三田 ）

職名

教授
Scopus 論文情報  
総論文数: 19 総引用数: 349 h-index: 10

Click to view the Scopus page. The data was downloaded from Scopus API inMarch 22, 2026, via http://api.elsevier.com and http://www.scopus.com .

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経歴 【 表示 ／ 非表示 】

  • 2007年04月
    -
    2015年03月

    慶應義塾大学, 文学部, 助教

  • 2015年04月
    -
    継続中

    慶應義塾大学, 文学部, 准教授

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学位 【 表示 ／ 非表示 】

  • 博士（学術）, 東京大学, 2007年

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研究分野 【 表示 ／ 非表示 】

  • 人文・社会 / 教育心理学

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論文 【 表示 ／ 非表示 】

  • Associations between daily parent–teacher communication, child's problem behavior, and parent–child relationship mediated by parental self-efficacy

    Fujisawa K.K., Nozaki K., Naoi M., Shikishima C., Akabayashi H.

    Early Childhood Research Quarterly 72   361 - 370 2025年07月

    ISSN  08852006

    　概要を見る

    This study investigated the role that daily communication between parents and teachers in childcare centers plays in enhancing parental self-efficacy, which in turn decreases the child's problem behaviors and improves the parent–child relationship. The data were drawn from 239 children (boys: N = 141; girls: N = 98; mean (SD) age = 4.95 (0.99) years) in formal childcare settings from the Japan Child Panel Survey-Preschool Survey. The results showed that daily communication between parents and teachers was positively related to parental self-efficacy, which was negatively related to child's problem behaviors and the conflictive parent–child relationship. Mediation analysis showed that parental self-efficacy mediated the association between parent–teacher communication and child's outcome and parent–child relationship. Furthermore, the association between parent–teacher communication and parental self-efficacy was moderated by socioeconomic status (SES), suggesting that higher-SES parents benefited more from daily parent–teacher communication compared with lower-SES parents. Child's daily experiences at childcare centers were not related to parental self-efficacy or any other outcomes. These findings suggest that daily communication between parents and teachers in childcare centers plays an indispensable role in supporting parents, which ultimately leads to positive child development and family well-being.

  • 乳幼児・児童期の発達研究の動向と展望

    藤澤 啓子

    教育心理学年報 （一般社団法人 日本教育心理学会）  63 （ 0 ） 1 - 16 2024年03月

    ISSN  04529650

    　概要を見る

    <p>　本稿は，2022年7月から2023年6月までの期間に発表された，乳幼児期と児童期を対象とした研究の概観を行うもので，二つのパートから構成される。一つ目のパートでは，オンライン方式で開催された日本教育心理学会第65回総会において「発達」部門に発表された研究のテーマを整理し，近年の動向との比較を行った。日本教育心理学会第65回総会における学会企画シンポジウム（「縦断データによる研究の現在とこれから」）や『発達心理学研究』での特集号（「縦断研究は発達の解明にどう貢献するのか」第33巻，第4号，2022）に反映されているように，縦断研究にまつわる関心が新たなフェーズに入ったと見られることから，二つ目のパートでは，日本における縦断研究に着目した概観を行った。具体的には，『教育心理学研究』『発達心理学研究』『心理学研究』，<i>Japanese Psychological Research</i>や国際誌に掲載された論文のうち，乳児期から児童期を対象にした縦断研究に触れながらその動向と今後の展望について考察した。</p>

  • Analyzing Childcare Quality: Impacts on Child Development and Parental Mental Health, and Effectiveness of Professional Development

    藤澤 啓子, 深井 太洋

    RIETI Discussion Paper Series 24-E-058 － 2024年

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

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

    JAMA Pediatrics （JAMA Pediatrics）  177 （ 9 ） 930 - 938 2023年09月

    ISSN  21686203

    　概要を見る

    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年02月

    ISSN  1932-6203

    　概要を見る

    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.

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競争的研究費の研究課題 【 表示 ／ 非表示 】

  • 幼児教育・保育の質の向上につながる評価プロセス

    2023年04月
    -
    2028年03月

    藤澤 啓子, 基盤研究(B), 補助金,  研究代表者

  • 良好な就学への移行をもたらす保育の質の解明

    2018年04月
    -
    2023年03月

    文部科学省・日本学術振興会, 科学研究費助成事業, 藤澤　啓子, 基盤研究(B), 補助金,  研究代表者

  • 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年04月
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    2020年03月

    文部科学省・日本学術振興会, 赤林英夫, 基盤研究(S), 補助金,  研究分担者

  • 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年04月
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    2020年03月

    文部科学省・日本学術振興会, 中室牧子, 基盤研究(A), 補助金,  研究分担者

  • 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年04月
    -
    2015年03月

    文部科学省・日本学術振興会, 藤澤　啓子, 若手研究（A）, 補助金,  研究代表者

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担当授業科目 【 表示 ／ 非表示 】

  • 教育心理学演習Ⅰ

    2025年度

  • 教育学演習Ⅳ

    2025年度

  • 教育学演習Ⅲ

    2025年度

  • 教育学演習Ⅱ

    2025年度

  • 教育学演習Ⅰ

    2025年度

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