The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers

[Retracted] Construction of a Basic Japanese Teaching Resource Base Based on a Deep Neural Network under a Big Data Environment

“…Nakamichi pointed out that through learning in the information-based teaching platform and resource library, students can see richer grammar, sentences, etc. than in classroom teaching, so as to continuously improve students' ability to understand and apply knowledge [ 15 ]. Takeuchi professional teaching resource library fully considers the characteristics of students' learning and [ 16 ] cognition, etc., and follows the principle of “practical and sufficient.” According to the professional construction goals and the requirements of the talent training plan, fully explore the learners' interests, language learning, and occupational plans for helpful information to achieve the school's “knowledge + skills” talent training goal [ 17 ].…”

“…Nakamichi pointed out that through learning in the information-based teaching platform and resource library, students can see richer grammar, sentences, etc. than in classroom teaching, so as to continuously improve students' ability to understand and apply knowledge [15]. Takeuchi professional teaching resource library fully considers the characteristics of students' learning and [16] cognition, etc., and follows the principle of "practical and sufficient."…”

Educación infantil y calidad docente

“…Similarly, Baker (2019) found that the exemplary teachers who participated in her study viewed DLL children and their families as knowledgeable agents of the community. Nakamichi et al (2022) have found that child-centered teaching attitudes significantly contribute to reducing behavioral problems in classrooms with very young children.…”

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

“…Participation in quality education from the early years of life has been promoted by many authors as an effective policy strategy for improved life-time outcomes (among others, Anderson, 2008;Pianta et al, 2009;Heckman et al, 2010;Apps et al, 2013;Claessens et al, 2014;Kautz & Heckman, 2014;Nakamichi et al, 2022). The question remains, however, what kind of interventions effectively achieve good quality early childhood education, leading to higher developmental outcomes for children below age 6.…”

“…Second, the quality of early childhood education is at the heart of many interventions in OECD and low-and-middle-income-countries (Brunsek et al, 2020;Egert et al, 2018Egert et al, , 2020Nakamichi et al, 2022). Yet, the evidence base on the best way forward is still limited.…”