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

研究背景青少年时期是母性发展的关键时期。然而，在日本，没有系统的教育计划，以发展青少年的母亲。内分泌学和脑科学对青少年男性和女性第一手学习婴儿经验的影响。以每名幼儿1名青少年为实验组，对照组20名青少年。在一所幼儿园，学习课程持续三个月，每周一次，每次2至3小时。所有婴儿的年龄都差不多。为了获得母性发展程度的差异，研究人员向参与者发放了问卷，并在研究开始前向参与者播放了婴儿哭泣和大笑的视频，旨在促进对母性发展的理解。 ...更多信息 并在他们的学习经验后进行心理生理、内分泌评估和脑科学（fMRI）评估。结果在母亲准备量表上，参与者在亲身体验后对婴儿的积极情感比体验前显著增加。生理学评估显示，与体验前相比，体验后参与者的心率变异性显著增加。内分泌学评价，男女生在第一手学习前后均无显著性差异。根据脑科学量表，在婴儿啼哭条件下与白色噪声条件下相比，被试在幼儿保育经历后双侧扣带回和双侧额中回出现显著激活。在婴儿啼哭条件下，与啼哭和视觉条件下相比，青少年和母亲在育儿经历前的右下额叶有显著的激活。但这些都没有显着差异后，青少年和母亲的儿童保育experience.ConclusionsBased上的学习经验的积累和发展的关系与婴儿，它是明确确定的，不断的第一手的学习有关婴儿是积极有效的母亲的发展。在第一手资料之前，男性和女性的母性准备是不同的，我们必须考虑到性别差异。少

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