保育の長時間化と乳幼児の生活構造の変化 : 乳幼児の生活時空間の形成における「夜」の過ごしかた
Why this work is in the frame
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Bibliographic record
Abstract
The aim of this paper is to examine the influences of long-duration extended care in day care settings on children's development in Japan. As a result of parents' increasing working hours or evening-time work, the special extended care services (longer than 11 hours) are provided in more than 5,000 centers (about one quarter of the total number of centers in Japan). The problems of the present, extended nursery care in Japan are as follows : 1) most children who stay in centers until 7 : 00 p.m., take their suppers at home, so the children's suppertimes become later, and also bed times become later and so on. These are the problems in establishing their daily routines and healthy lives. 2) some child care centers provide evening-care services until midnight (a few centers until 1 : 00 a.m. the next day). The children sleep in the centers, and the parents take them to their home beds at midnight while they are sleeping. The children don't play with their own toys or interact with their parents in the evenings. Are there any influences on their motivation to develop self-regulated activity, base feeling of security or on family-cohesiveness? The author is planning to investigate the nursery children's activities in family settings : daily routines, play activities and interactive activities with their parents. This paper is one of the preparatory discussions for those projects.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.011 | 0.010 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it