This study investigated the relationship between the development of the socio-emotional abilities of Japanese children between the ages of one and 2 years, and the quality of care they receive at their childcare centers. The participants were 872 pairs of parents (M = 34.13 years old) and their children (M = 25.65 months old) who attended one of 57 public childcare centers in urban Japan, as well as 373 childcare teachers (M = 37.26 years old) who conducted classes. Parents rated their children's social competence and problem behaviors, and the child-centered teaching attitudes in classrooms were rated by the teachers. The results revealed that the child-centered teaching attitudes in classrooms contributed significantly to low problem behavior among 1- to 2-year-old children, even when child variables (age, sex) and family variables (family income, parent's education, and parent's responsibility) were controlled. Child-centered teaching attitude had a particularly pronounced effect when the family variable of parent responsibility was low. This is the first empirical evidence of this relationship in a non-Western country. Our results suggest the importance of child-centered teaching attitudes for children who experience long hours of childcare outside the home, along with teachers’ beliefs and attitudes regarding the quality of early childhood education and care, and related professional training.

本研究调查了日本 1 至 2 岁儿童的社会情感能力发展与他们在托儿中心接受的护理质量之间的关系。参与者是 872 对父母（M  = 34.13 岁）和他们的孩子（M  = 25.65 个月大），他们就读于日本城市 57 家公立托儿中心之一，以及 373 名托儿教师（M = 37.26 岁）谁主持过课程。家长对孩子的社交能力和问题行为进行评分，课堂中以孩子为中心的教学态度由老师进行评分。结果表明，即使在儿童变量（年龄、性别）和家庭变量（家庭收入、父母受教育程度和父母教育责任）得到控制。当家长责任这一家庭变量较低时，以儿童为中心的教学态度的影响尤为显着。这是在非西方国家这种关系的第一个经验证据。