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The Development and Evaluation of "Development of Motherhood' learning program-Psychological, physiological, endocrine and brain science evaluation of first-hand learning about infants-

“母性发展”学习计划的开发与评估-关于婴儿的第一手学习的心理、生理、内分泌和脑科学评估-

基本信息

批准号：
17592240
负责人：
SASAKI Ayako
金额：
$ 2.34万
依托单位：
University of Fukui
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2007
项目状态：
已结题

项目摘要

BackgroundThe adolescent is a critical period to develop motherhood. However, there are no systematic educational programs to develop adolescents' motherhood in Japan.PurposesTo identify the psychological, physiological, endocrinological and brain science effects on the experience of the first-hand learning about infants for the adolescent males and females.MethodsTen males and 10 females adolescents experienced the first-hand learning about infants with one infant per adolescent as the experimental group and the control group consisted of 20 adolescents. Learning Sessions continued for three months, once a week, for 2 to 3 hours at a time in a nursery school. All infants were about the same age. In order to obtain the differences in the degree of motherhood development, questionnaires were given to the participants and a video of the crying and laughing faces of the infants, which was intended to stimulate an understanding of motherhood development, was shown to the participants befor … More e and after their learning experience for psychological physiological, endocrine evaluation and brain science (fMRI) evaluation purposes. And compared between adolescents and mothers.ResultsBased on the scale of readiness of motherhood, the participants' positive affection towards the infants significantly increased after the experience of first-hand learning than before the experience. Physiological evaluation, the participants' heart rate variability significantly increased after the experience compared to before the experience. Endocrinological evaluation, there was no significant difference between the males and females either before or after first-hand learning. Based on the scale of brain science, during the infant's cry condition compared with white noise condition, the participants showed significant activation in the bilateral cingulate cortex and bilateral middle frontal gyrus after the child care experience. During the infant's cry condition compared with cry and visual condition, these was significant activation in the right inferior frontal lobe between the adolescents and mothers before the child care experience. But these was no significant difference between the adolescent and mothers after the child care experience.ConclusionsBased on the accumulation of learning experience and the development of relationships with the infants, it is clearly identified that continuous first-hand learning about infants is positively effective for the development of motherhood. Before first-hand learning, readiness of motherhood was different between the males and females, we have to take into consideration about sex differences. Less

青少年时期是培养母性的关键时期。然而，日本并没有系统的教育计划来培养青少年的母性。目的探讨青少年男性和女性对婴儿第一手学习体验的心理、生理、内分泌和脑科学影响。方法以10名男性青少年和10名女性青少年为实验组，每名青少年1名，对照组20名。学习课程持续三个月，每周一次，每次在幼儿园学习2到3小时。所有婴儿的年龄都差不多。为了了解母性发展程度的差异，研究人员向被试发放了调查问卷，并向被试在学习前和学习后播放了一段婴儿哭和笑的视频，以激发他们对母性发展的理解，用于心理生理、内分泌和脑科学（fMRI）评估。并在青少年和母亲之间进行比较。结果在母性准备程度量表上，参与者在体验亲身学习后对婴儿的积极情感显著高于体验前。生理评估显示，与体验前相比，体验后参与者的心率变异性显著增加。在内分泌学评价方面，男女在第一手学习前后均无显著差异。基于脑科学的尺度，与白噪声条件相比，在婴儿啼哭条件下，幼儿保育经历后，参与者的双侧扣带皮层和双侧额叶中回被显著激活。在婴儿啼哭条件下，与啼哭和视觉条件下相比，在幼儿护理经历之前，青少年和母亲的右额叶下叶显著激活。但这些在青少年和母亲之间没有显著差异。结论基于学习经验的积累和与婴儿关系的发展，我们清楚地认识到，持续的第一手学习婴儿对母亲的发展是积极有效的。在第一手学习之前，母性准备在男性和女性之间是不同的，我们必须考虑性别差异。少