紀要論文

社会経済的背景からみる子育ての様子 : 「幼児期の家庭環境と保護者の養育態度に関する調査」の基礎的分析

Child-rearing in a socio-economic context : Analysis of Survey on Family Environment in Early Childhood and Parental Behavior

jpn

13493043

https://doi.org/10.15002/00025988

法政大学キャリアデザイン学部

19

93

116

2022-03

Version of Record

高野良一教授退職記念号

This study aims to understand the actual situation of child rearing by focusing on the socioeconomic background of parents using questionnaire survey data of parents who send their children to day-care centers. As the number of dual-earner households increases due to changes in the work environment, there is a growing need to understand the actual burden of housework and childcare while taking into account the socioeconomic background of families. In addition, there are very few studies of child poverty that focus on preschoolers and their families, or on the relationship between poverty and the establishment of appropriate living and eating habits. It is necessary to incorporate the socioeconomic status of families into the analysis and to understand the environment surrounding children's upbringing. Based on these problematic concerns, we conducted a questionnaire survey of 3345 parents whose children attend the younger, middle, and older classes of 24 public and 30 private licensed daycare centers located in the metropolitan area of City A in 2019. The valid response rate was 54.7%. In creating the SES variables, we referred to OECD （2014） and Tarumi （2014） and created a composite scale using three factors: respondents' education, household income, and household possessions. The analysis using the SES variables revealed the diversity of the user groups of day-care centers. Although there has been some debate in previous studies about the differences in the user groups between public day-care centers and other day-care facilities, and about the dual structure of day-care centers and kindergartens, this paper is significant in that it clarifies that there are large differences in the user groups of day-care centers according to SES. The large disparity by SES in preschool home environments and family child care raises two new issues. First, in the research on the academic achievement gap, there is a discourse that "very normal things" such as parents making their children eat breakfast every day and exposing them to the written culture through conversations with their children are important for the formation of academic achievement as a way to reduce the academic achievement gap. However, before children enter elementary school, there are already differences in the way families spend their time according to SES, and what is "normal" in the home is actually not normal. Relying on preschool family life and what is "normal" in the family as a measure to reduce the academic achievement gap may lead to justifying the SES gap. Second, there is the issue of whether the existing debate on the purpose and quality of childcare will need to be re-examined. The mainstream of research on childcare is focused on its importance as a form of welfare, such as childcare for the poor. However, with so many different segments of the population using childcare centers, the question of which segment of the population the centers should cater to is likely to become a political debate.

Article

AA11961954