辻 弘美

The present study hypothesized that executive functions during preschool can impact creative thinking, which includes both divergent and convergent thinking. While young children are naturally creative, often taking divergent and unexpected actions without much planning, little is known about early convergent thinking. This study focused on the emergence of convergent thinking during preschool years and how executive functions are associated with this ability. A total of 151 children (73 girls) aged between 3 and 6 years participated in this study. Three executive functions—updating, inhibition, and shifting—were measured as predictor variables. Convergent thinking was assessed using a child version of Danker's candle task, which required children to use a common tool in an unconventional way to achieve a solution. Responses were evaluated based on the completeness of the solution, as well as the uniqueness and relevance of the ideas presented. Responses were coded at four levels, with the highest level for the complete solution and grading for uniqueness and relevance. Task performance was compared across three age groups (mean ages of 4, 5, and 6). The oldest group outperformed the youngest group: Welch’s ANOVA, F(2, 97.8) = 6.51, p = .002, indicating age-related differences in convergent thinking skills during the preschool period. Controlling for age and gender variables, the regression model indicated that the executive function of shifting, measured by DCCS (Zelazo, 2006), is a significant predictor of convergent thinking. These findings suggest that creative thinking already has cognitive associations in preschool years and that flexibility is an important ability for creative problem solving.

Scientific reasoning skills for school children have received significant attention as part of the core skills for 21st century outcomes set by the OECD. However, the emergence of such skills in relation to executive functions, which lay the foundation for general competency, is not well understood. This study focuses on three components of executive functions: updating information (measured by working memory), inhibitory control (measured by the Stroop task), and attention shifting (measured by the DCCS). It examines the longitudinal relationships between these components and scientific reasoning, measured by the 10-item version of the Science-K Inventory:SK-I (Osterhaus, Lin, & Koerber, 2021). The SK-I comprises three subsets: experimentation, data interpretation, and understanding the nature of science. The research questions are: 1) How do 6-year-old Japanese children perform on the SK-I? and 2) Do scientific reasoning skills have a predictive relationship with early executive functions? Fifty-five Japanese children (25 girls) participated in the study. Executive functions were measured three times: at entry to preschool (Time1), and 6 months (Time2) and 18 months (Time3) later. Scientific reasoning skills were measured at the end of preschool (age 6) using the SK-I. Of the 10 items on the SK-I, children performed better than chance level on 2 items of the experimentation subset, but not on the data interpretation or understanding the nature of science subsets. Separate logistic regressions were performed for these 2 items as outcome variables to test if earlier executive functions predict scientific reasoning skills. One regression model reached significance, with working memory at Time2 and Time3 as significant predictors. The other outcome variable was predicted by Time1 working memory and DCCS. Children’s inconsistent performance on the SK-I suggests that early scientific reasoning skills may be more dependent on the content of scientific inquiry, particularly in Japanese children. Osterhaus, C., Lin, X., & Koerber, S. (2023). Measuring scientific reasoning in kindergarten and elementary school: validating the Chinese version of the Science-K Inventory. Educational Research for Policy and Practice.

Humour plays a crucial role in human life, aiding the establishment of social relationships (Caird & Martin, 2014), promoting emotional and psychological health (Ruch & McGhee, 2014), and enhancing problem-solving abilities (Zhou et al., 2021). These outcomes are vital for overall well-being. Since humour development begins during early play and communication (Hoicka & Akhtar, 2012; Hoicka & Gattis, 2008; Reddy, 2001), we hypothesized that humour-focused play activities would significantly benefit children's development and well-being. To test this hypothesis, we designed structured humour play activities and initiation programmes for Early Childhood Education (ECE) teachers to create humour-infused sessions. Preliminary evidence suggests these programmes motivated ECE teachers to explore humour-infused activities in their classrooms (Tsuji, 2025). Aims of the Study Building on these findings, this study conducted a qualitative examination of classroom teachers' evolving attitudes and awareness of children's humour development over one academic year. We aimed to identify shifts in pedagogical approach, changes in teacher-student interactions, and emerging patterns of humour integration. Method of the Study Participant teachers attended an induction session, including a lecture on humour in education and brainstorming on incorporating humour using "Squiggle" drawing play. Squiggle involves: 1. An adult drawing a random squiggle. 2. The child transforming it into a meaningful picture. 3. The child telling a story about their creation. Teachers implemented their plans and documented their first humour-based Squiggle activity. These records were shared during team meetings, facilitated by the researcher. Collaborative teacher teams met at least once per term, resulting in three sessions throughout the year. Results and Discussion Data collection included discussion summaries, reflection papers, and analyses of children's work. Two main findings emerged: 1. Initial Individual Sessions: Children showed variability in their approaches. 2. Teachers reported higher engagement and enjoyment from children who typically struggled in general activities. Developmental Progression: Teachers noted developmental differences: Three-year-olds initially imitated the teacher but gradually expressed their own ideas. Five-year-olds were initially eager to play with realistic representations but became more creative with dynamic spaces and diverse materials. While lacking a comparison group, these observations highlight the importance of reflective practice in early childhood education. Structured reflective sessions and a supportive framework may enhance teachers' ability to nurture children's creative and humorous expression through activities like Squiggle drawing. Reference Tsuji, H. (2025). Humour and Play: Facilitation Programmes for Creative Thinking. Research Bulletin of Osaka Shoin Women's University, Vol.15, p. 166-172

ユーモアと性格特性の関連を検証した研究は成人を対象としたもの（e.g. Vernon et al., 2008）が中心で，就学前児を対象とした報告は稀である。ユーモアは，精神的健康や社会的関係性の構築に重要であることを鑑みると，その発達をとらえる尺度の開発（Hoika, et al. 2021）に加え，ユーモアを発達諸相との関係からとらえる研究が期待される。本研究では，幼児の性格特性とユーモア鑑賞（「おもしろさ」評価）との関連性を検証するにあたり，情報を処理する基盤的な能力として実行機能の役割に注目した。実行機能の中でも，認知的柔軟性がユーモア鑑賞と開放性を媒介すると仮定し，幼児の開放性はユーモア鑑賞と関連する（仮説1），開放性とユーモア鑑賞には実行機能の中でも注意切替を媒介した関係性が成立する（仮説2）について検証した。