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The Institute of Social Science at the University of Tokyo and the Benesse Educational Research and Development Institute are conducting a collaborative research project titled "Children's Life and Learning" to analyze the processes and determinants of children's independence and growth. This longitudinal study, which has been tracking approximately 20,000 parent-child pairs, reached its 10th year in 2023. In recent years, several significant events have substantially impacted children's lives and learning, including the COVID-19 pandemic, nationwide school closures, the rapid implementation of the GIGA School Initiative, and the introduction of new curriculum guidelines.
 
This volume presents analytical results primarily from the first survey (Wave 1) conducted in 2015 to the seventh survey (Wave 7) conducted in 2021.
 
Part I provides a detailed examination of recent changes in children's learning and development, based on data concerning the effects of the COVID-19 pandemic and educational digitalization, changes in parental child-rearing environments and attitudes over seven years, and trends in early career decision-making and risk aversion as revealed by high school graduation surveys. Notably, while the accelerated implementation of the GIGA School Initiative has led to significant advancements in educational digitalization and substantial changes in children's learning modalities, the impact on learning itself appears to be limited. The section presents crucial data for considering future educational improvements.
 
Part II explores various factors influencing children's growth (changes) from multiple perspectives. The analysis of reading behavior changes reveals the existence of non-readers from as early as the first grade of elementary school. Regarding school adaptation during the transition from elementary to junior high school, the study suggests that high academic aspirations and participation in sports clubs may mitigate maladjustment. Analysis of home learning demonstrates that metacognitive learning strategies (reflecting on and controlling one's learning methods) enhance learning motivation. Examination of parent-child relationships during the pandemic identifies parental factors, such as decreased learning support, as potential causes of reduced learning motivation in children. The study on learning motivation trajectories indicates that high, medium, and low motivation levels are established before the fourth grade of elementary school and remain relatively stable thereafter. Analysis of educational aspirations shows that approximately 90% of students who proceed to four-year universities have already formed this aspiration by the sixth grade of elementary school.
 
This volume employs multifaceted analyses leveraging the unique characteristics of a longitudinal study with a large sample of parent-child pairs to explore factors contributing to the enhancement of children's learning and living conditions. By examining detailed changes in the same individuals over seven years, it provides empirical data of high academic value internationally. These research findings offer significant implications for the improvement of future educational policies and practices.
 

(Written by OHNO Shiroh, Project Associate Professor, Institute of Social Science / 2024)