The effect of silent eating during school lunchtime on COVID-19 outbreaks.

Silent eating-no talking during mealtimes-has been used as a measure to reduce the spread of the COVID-19 infection because the emission of droplets during conversations has been considered a risk factor for spreading the virus. Japan implemented silent eating during school lunchtimes in May 2020, and it remained in effect until November 2022. However, concerns have been raised regarding its potential negative effects on children's well-being and educational attainment. More importantly, no study to date has examined its effectiveness in reducing the risk of COVID-19 outbreaks. This study aims to address this important knowledge gap by examining the impact of silent eating on the risk of COVID-19 outbreaks. In November 2022, the Japanese government announced that silent eating in public schools was no longer needed, which resulted in discontinuation of the measure in some schools while other schools maintained it. Taking advantage of this cancelation of the silent eating requirement as a natural experiment, we investigated whether silent eating was associated with a reduced risk of COVID-19 outbreaks. We measured the probability of class closures in public schools (the government's guidelines required class closure when more than one child was infected with COVID-19) by applying a Difference-in-Differences model with two-way fixed effects to panel data. We found no evidence that silent eating was associated with a reduced probability of class closures. Heterogeneity analysis also revealed that our findings did not vary by school characteristics. Our findings indicate that policymakers should be cautious about using silent eating at schools as a potential lever to control outbreaks of infectious diseases.

Association Between the COVID-19 Pandemic and Early Childhood Development.

Importance: Although a growing number of studies have reported negative associations of the COVID-19 pandemic with academic performance among school-aged children, less is known about the pandemic's association with early childhood development. Objective: To examine the association between the COVID-19 pandemic and early childhood development. Design, Setting, and Participants: In this cohort study conducted in all accredited nursery centers in a Japanese municipality, baseline surveys of children aged 1 and 3 years (1000 and 922, respectively) were conducted between 2017 and 2019, and participants were followed up for 2 years. Exposure: Children's development was compared at age 3 or 5 years between cohorts that were exposed to the pandemic during the follow-up and a cohort that was not. Main Outcome and Measure: Children's developmental age was measured by nursery teachers using the Kinder Infant Development Scale (KIDS). Data were analyzed between December 8, 2022, and May 6, 2023. Results: A total of 447 children (201 girls [45.0%] and 246 boys [55.0%]) aged 1 year at baseline were followed up to age 3 years, and 440 children (200 girls [45.5%] and 240 boys [54.5%]) aged 3 years at baseline were followed up to age 5 years. During the follow-up, the cohorts that were exposed to the pandemic were 4.39 months behind in development at age 5 compared with the cohort that was not (coefficient, -4.39; 95% credible interval, -7.66 to -1.27). Such a negative association was not observed in development at age 3 years (coefficient, 1.32; 95% credible interval, -0.44 to 3.01). Variations in development were greater during the pandemic than before the pandemic regardless of age. Additionally, the quality of care at nursery centers was positively associated with development at age 3 years during the pandemic (coefficient, 2.01; 95% credible interval, 0.58-3.44), while parental depression appeared to amplify the association between the pandemic and delayed development at age 5 (coefficient of interaction, -2.62; 95% credible interval, -4.80 to -0.49; P = .009). Conclusions and Relevance: The findings of this study showed an association between exposure to the pandemic and delayed childhood development at age 5 years. Variations in development widened during the pandemic regardless of age. It is important to identify children with developmental delays associated with the pandemic and provide them with support for learning, socialization, physical and mental health, and family support.

Quality of early childhood education and care in Japanese accredited nursery centers: A study using the Early Childhood Environment Rating Scale, Third Edition (ECERS-3).

This study presents the first quantitative evaluation of the quality of early childhood education and care (ECEC) in Japan to make a significant contribution to the body of knowledge accumulated on ECEC in countries where research has been limited. We observed 30 classes comprising 3-year-olds, 28 classes comprising 5-year-olds, and 30 classes comprising mixed-ages from publicly provided nursery centers under the jurisdiction of the Kanto metropolitan area, Japan. An internationally-recognized quality rating scale for ECEC called the Early Childhood Environment Rating Scale, 3rd edition, which consists of six subscales, was used for this study. In contrast to previous studies conducted in the US, the results of this study showed that the Japanese ECEC is characterized as showing higher scores in the two subscales, "Personal Care Routines" and "Interaction," and showing lower score in the subscale, "Learning Activities." In addition, this study showed that the quality of ECEC varied across nursery centers. Furthermore, with regard to the two subscales, "Interaction" and "Language and Literacy," the degree of variation within centers differed across nursery centers. This study analyzed how these characteristics of Japanese ECEC can be partly produced by the existence of national guideline for nursery centers authorized by the Japanese government. In addition, mechanisms producing differences in the quality of ECEC among and within centers were also discussed.

Improvement impact of nudges incorporated in environmental education on students' environmental knowledge, attitudes, and behaviors.

This study conducted randomized controlled trials to evaluate the effectiveness of an environmental education class and the impacts of nudges and boosts implemented in this program on high school students' basic knowledge, attitudes, and behaviors regarding environmental issues in Japan. This environmental education class consisted of a lecture on reducing the use of plastic products for energy conservation in daily life, a board game for learning how to reduce plastic waste, and a worksheet for reflection. Four types of worksheets were randomly distributed: nudges, in which students were asked to set a goal regarding their level of effort in not throwing away plastic products such as plastic bags, wet wipes, and plastic bottles; boosts, in which participants were asked to write an essay to help increase their empathy for the parties impacted by environmental issues; both nudges and boosts; and none (neither nudges nor boosts). After environmental education, an end-line survey was conducted to evaluate the effectiveness of this class. This study found that the environmental education class significantly improved students' basic environmental knowledge and promoted their concerns about plastic waste. Although there was no evidence that nudges and boosts amplify the effects of the environmental education class on the students' knowledge, nudges were successful in making them more concerned about plastic waste. The results showed that students who received nudges or boosts were more likely to refuse free wet wipes offered at convenience stores but were not more likely to refuse plastic bottles. These results also indicated that interventions through environmental education can change students' pro-environmental behaviors only if the cost of behavioral change is low. The environmental education class not only increased students' environmental knowledge and attitudes, but the use of worksheets in administering nudges and boosts ensured the effectiveness of environmental education.

Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children's learning time in Japan.

While studies on effort (e.g., Carbonaro, 2005; Kariya, 2000, 2013) have revealed relationships among students' effort (e.g., self-reported learning time), socioeconomic status, and school-related factors (e.g., tracking) through secondary education data, whether and how the effort gap emerges and widens in the early years of compulsory education have not been researched. This study investigates the beginning of inequality in effort by using four waves (from first- to fourth-grade students) of the Longitudinal Survey of Babies in the 21st Century, collected in Japan. The results indicate that college-educated parents tend to employ parenting practices that directly and indirectly shape children's learning time; inequality in effort exists, and it becomes exacerbated partly because of parenting differences in a society with a relatively equal elementary education system.