Keiko K Fujisawa
Biographic Data
| ID | 4420492 |
|---|---|
| NAME | Keiko K Fujisawa |
| GIVEN NAMES | Keiko K |
| FAMILY NAME | Fujisawa |
| SIGNATURE | FUJISAWA K K |
| AFFILIATIONS | The University of Tokyo |
| ORCID | 0000-0001-9802-2416 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Improving Ecec Quality Through an Ecers-3–Based Professional Development Program
There is a pressing need for professional development (PD) programs in early childhood education and care (ECEC) that address teachers’ challenges and enhance ECEC quality. This study evaluated the effectiveness of a brief, efficient PD program using a cluster randomized controlled trial in Japan. Twenty classes ( N = 20) of 5-year-olds from three kindergartens and 14 accredited childcare centers in a single city in the Tokyo metropolitan area we…
Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy
Changes in genetic and environmental influences on cognitive ability, executive function, and preacademic skills in Japanese preschool age twins
Identifying the cognitive capacities associated with the development of school readiness is indispensable to support children's successful school transition. It has been shown that executive function (EF) in preschoolers is associated with both concurrent preacademic and subsequent academic skills. However, most research has controlled for the effect of general cognitive ability (GCA), and little research has examined non-English speaking childre…
Reconciliation pattern after aggression among Japanese preschool children
Using an ethological observation method (the PC-MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four-year-olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three-year-olds ther…
Reconciliation pattern after aggression among Japanese preschool children
Using an ethological observation method (the PC-MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four-year-olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three-year-olds ther…
Changes in genetic and environmental influences on cognitive ability, executive function, and preacademic skills in Japanese preschool age twins
Identifying the cognitive capacities associated with the development of school readiness is indispensable to support children's successful school transition. It has been shown that executive function (EF) in preschoolers is associated with both concurrent preacademic and subsequent academic skills. However, most research has controlled for the effect of general cognitive ability (GCA), and little research has examined non-English speaking childre…
Reconciliation pattern after aggression among Japanese preschool children
Using an ethological observation method (the PC-MC comparison method), this study investigated patterns of reconciliation after aggression among Japanese preschool children, focusing on factors that influenced its occurrence or acceptance, as well as on strategies and function. There were several factors among four-year-olds that facilitated reconciliatory attempts and acceptance, such as proximity after the aggression; among three-year-olds ther…
Changes in genetic and environmental influences on cognitive ability, executive function, and preacademic skills in Japanese preschool age twins
Identifying the cognitive capacities associated with the development of school readiness is indispensable to support children's successful school transition. It has been shown that executive function (EF) in preschoolers is associated with both concurrent preacademic and subsequent academic skills. However, most research has controlled for the effect of general cognitive ability (GCA), and little research has examined non-English speaking childre…
Associations between daily parent–teacher communication, child’s problem behavior, and parent–child relationship mediated by parental self-efficacy
Improving Ecec Quality Through an Ecers-3–Based Professional Development Program
There is a pressing need for professional development (PD) programs in early childhood education and care (ECEC) that address teachers’ challenges and enhance ECEC quality. This study evaluated the effectiveness of a brief, efficient PD program using a cluster randomized controlled trial in Japan. Twenty classes ( N = 20) of 5-year-olds from three kindergartens and 14 accredited childcare centers in a single city in the Tokyo metropolitan area we…
Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Medicine (3 works) · Psychology (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Early childhood (2 works) · Human Factors and Ergonomics (2 works) · Medical emergency (2 works) · Poison control (2 works) · Accreditation (1 work)