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Ito Takashi

Faculty of Education　Education Psychology of EducationAssociate Professor

Researcher basic information

■ Degree
  • 博士（心理学）, 筑波大学
■ URL
researchmap URLホームページURL■ Various IDs
Researcher number
  • 20360878
J-Global ID■ Research Keywords and Fields
Research Keyword
  • 参加役割
  • 参加構造
  • 幼児
  • 言語的社会化
  • 小学校
  • 言語発達
  • コミュニケーション能力
  • 相互行為分析
  • 聞くこと
  • 聞き方
  • 会話
  • 一斉授業
  • 教室談話
  • 会話分析
  • 言語運用能力
  • 視線
  • 幼児の共同遊び
  • 想像性」
  • 協同的創造活動
  • 空想とファンタジー遊び
  • 遊具
  • 相互行為
  • 創造性
  • 想像性
  • 即興性
  • 遊びの発達
  • 創造性のシステム論
Research Field
  • Humanities & Social Sciences, Educational technology
  • Humanities & Social Sciences, Educational psychology
■ Educational Organization

Career

■ Career
Career
  • Apr. 2012 - Present
    Hokkaido University, Faculty of Education, 准教授
  • Apr. 2007 - Mar. 2012
    Hokkaido University, Faculty of Education, 助教
  • Apr. 2003 - Mar. 2007
    Hokkaido University, Graduate School of Education, 助手
Committee Memberships
  • Oct. 2019 - Oct. 2023
    日本認知科学会, 編集委員会委員, Society
  • Jan. 2020 - Dec. 2022
    日本教育心理学会, 編集委員会委員, Society
  • Jan. 2012 - Dec. 2013
    日本発達心理学会, 国際研究交流委員会, Society

Research activity information

■ Awards
  • Feb. 2026, 北海道大学, 令和７年度教育研究総長表彰
  • Oct. 2025, 北海道大学, 令和６年度ベスト・エクセレント・ティーチャー
■ Papers
  • フラットな音と遮断される回路：子どもとデジタル技術の関係をどう記述するか
    伊藤崇
    発達心理学研究, 34, 4, 285, 297, Dec. 2023, [Invited], [Lead author]
    Japanese, Scientific journal, 32251632
  • 生理心理学的指標や身体運動の計測による教授学習過程研究に関するシステマティックレビュー
    山森光陽; 伊藤崇
    日本教育工学会誌, 46, 1, 171, 182, Mar. 2022, [Peer-reviewed]
    Japanese, Scientific journal
  • 発達心理学研究におけるセンサを用いた行動認識技術の意義と課題
    伊藤崇; 中島寿宏; 川田学
    発達心理学研究, 31, 4, 190, 200, Jan. 2021, [Invited], [Lead author]
    Japanese, Scientific journal, 13249735
  • 体育授業におけるコミュニケーションの様相：特に中学校ダンス授業におけるグループ学習を中心として
    中島寿宏; 伊藤崇; 川田学
    運動とスポーツの科学, 23, 2, 1, 8, 2018, [Peer-reviewed]
    Japanese
  • Recording Elementary School Students' Academic Engagement or On-Task Behavior Using Accelerometers
    YAMAMORI Koyo; ITO Takashi; NAKAMOTO Keiko; HAGIWARA Yasuhito; TOKUOKA Masaru; OOUCHI Yoshihiro
    Japan Journal of Educational Technology, 41, 4, 501, 510, Japan Society for Educational Technology, 2018, [Peer-reviewed]
    Japanese, Scientific journal,

    Body movement frequency seems to be one of better indicators to capture pupils' engagement or on-task behavior for all of them in surveyed classrooms. This study investigated corresponding relationships between on-task behavior related body motions and body movement frequencies to be able to record pupils' engagement or on-task behavior with using triaxial accelerometers. We conducted activities imitated classroom lessons for elementary school third and fifth graders, actuated pupils to make body motions in a manner 510 日本教育工学会論文誌（Jpn．J．Educ．Technol.） similar to general classroom lessons, measured triaxial acceleration due to pupils' behavior promptly over time, and obtained body movement frequencies. We conducted the analysis of the range of the maximum value of body movement frequency with fitting the generalized extreme value distribution according to the category of on-task behavior body motion. The result showed the criteria for judging whether the behavior is taken for each category of pupils' body movements reflect engagement or on-task behavior engagement or on-task behavior. The result also indicated that the most of the body movement frequencies corresponding to off-task behavior are either close to 0Hz or over around 2.5Hz.

  • Four-Year-Old Boy's Side-Participation in Family Conversations
    Ito Takashi
    Cognitive Studies, 22, 1, 138, 150, Japanese Cognitive Science Society, 2015, [Peer-reviewed]
    Japanese, In order to assess the development of children's cognitive and social skills and to clar-ify the structure of family conversations as an area in which the developmental processis promoted, this study examines children's behaviors in interactions with their familymembers. From videotaped, naturally occurring conversations in a Japanese family(including a parent, four and two-year-old boys), scenes in which the child avoids join-ing the conversations were extracted. An interactional analysis of the scenes revealsthat family members collaboratively assigned the "side-participant"status to the child.Meanwhile, the child voluntarily gave up the role of addressee or next speaker. Ouranalysis of the scenes revealed that the gaze direction of the speaker was used as a cueto determine who the addressee was. Furthermore, the child could extract the meaningfrom the father's utterances without gazing and nomination in order to speculate thechild's own participation status.
  • From Knowledge of Hiragana to Literacy Practices in Japanese Young Children : Functions of Literacy after Acquisition
    松本 博雄; 伊藤 崇; 常田 美穂
    心理科学, 35, 2, 53, 63, 心理科学研究会, Dec. 2014, [Peer-reviewed]
    Japanese
  • Analysis of nursery children's calling behavior during their transition processes
    伊藤 崇
    子ども発達臨床研究, 5, 1, 11, 北海道大学大学院教育学研究院附属子ども発達臨床研究センター, 2014
    Japanese, 一般的に、子どもが保育所のような新しい生活環境に参入する過程は、その場でふさわしいとされる慣習の内面化として記述されてきた。本稿では、その参入過程について、保育者の設定した生活環境を利用して子ども自身が新しい活動を即興的に創造する側面に注目した分析を実施した。ある公立保育所の年少児（３～４歳）クラス１つを観察対象とし、入所直後の４月から６月にかけて、月に１度の「お誕生会」が開始されるまでの子どもたちの行動を検討した。その結果、自由遊びからの活動移行場面において、お誕生会の準備に不要な行動が多数観察された。その中の１つが、保育室に用意されたイスに着席した子ども同士が手を振ったり名前を呼んだりする「呼びかけ」行動である。呼びかけ行動が生起した状況を詳細に分析した結果、着席によって身体が固定された状態を利用して子どもが発見し、それが他の子どもにも伝播し、３か月の間で子どもたちの中に共有された行動パターンであったことが明らかになった。考察では、保育実践上の計画的要素が条件となって新しい活動が創造されうること、この活動は結果的に円滑な活動移行に寄与していた可能性があること、参入過程について慣習の内面化として記述するだけでなく、新しい活動の即興的創造という観点から記述することの重要性が示唆された。
  • Gaze Shifts of the Elementary School Teachers and Students in the Whole-Classroom Japanese Lessons(Multimodal Interaction Analysis)
    ITO Takashi; SEKINE Kazuki
    The Japanese journal of language in society, 14, 1, 141, 153, The Japanese Association of Sociolinguistic Sciences, Sep. 2011, [Peer-reviewed]
    Japanese, Attention to the nonverbal behaviors of students in a classroom is important for gaining a full understanding of classroom interactions. Shifts in participant's gaze are good cues for clarifying their interactions as listeners. We examined the shifts of teachers and students gaze to identify how students listened to speeches during Japanese language lessons. Classroom sessions in two first, third, and fifth grade classes of a public elementary school in Japan were videotaped. We extracted successive three-minute sequences from the videos and coded the gaze direction during each second. Results of examining the interactional relationship of gaze shifts between teachers and students indicated at least two types of sequential patterns: students that looked at the teacher shifted their gaze toward the objects that the teacher looked, and students spontaneously looked at other students that were speaking, who were not previously gazed at by the teacher. These results indicate that the teacher's gaze shifts are cues for students to participate in the whole classroom lesson. Implications of these findings for classroom education and limitations in interpreting these results are discussed.
  • Time-Series Analysis of Young Children's Sitting Behavior at a Japanese Nursery School
    Ito Takashi
    The Japanese journal of developmental psychology, 22, 1, 63, 74, Japan Society of Developmental Psychology (JSDP), Mar. 2011, [Peer-reviewed]
    Japanese, Teachers in Japan often have their children sit down simultaneously, to foster a whole-class participation structure. This study analyzed changes in the sitting behavior of 3-4 year old children after they entered a public nursery school. The process of preparation for a birthday party was videotaped monthly over a three-month period, and participants' speech and behavior was extracted from the video. Analyses indicated that the time needed to start the party became shorter over the three-months. The sitting behavior of each child suggested that two distinct changes contributed to the quick...
  • On Wenger's Concept of"Cultural Yrabsparency"in Situated Appriach fir Learning
    ITO Takashi; FUJIMOTO Yuu; KAWAMATA Tomomichi; KASHIMA Momoko; YAMAGUCHI Yuu; HOSAKA Kazutaka; SHIROMA Syoko; SATO Kimiharu
    Bulletin of Graduate School of Education,Hokkaido University, 93, 81, 157, 北海道大学大学院, 2004
    Japanese
  • A descriptive framework for analysis of language within the classroom as a developmental environment
    Ito Takashi; Moro Yuji
    Tsukuba psychological research, 24, 99, 110, University of Tsukuba, 2002
    Japanese, This paper proposes a framework for analyzing language development. Inthis proposal, language development is understood as change within physical and social relationships. This view emphasizes institutional transitions ...
■ Other Activities and Achievements
  • 状況論は人間のかしこさをどう扱うか
    伊藤崇, 「こころ」のための専門メディア 金子書房, Feb. 2025, [Invited]
    Japanese, Introduction commerce magazine
  • Introduction to the feature: Value matters in cognitive science: Dialogue, embodiment, and description
    新原将義; 伊藤崇; 青山征彦, Cognitive Science, 31, 3, 439, 442, Sep. 2024
    Japanese
  • 奥村 高明・有元 典文・阿部 慶賀（編著）（2022）． コミュニティ・オブ・クリエイティビティ： ひらめきの生まれるところ 日本文教出版
    伊藤崇, 認知科学, 30, 4, 565, 566, Dec. 2023
    Japanese, Book review
  • 手土産考
    伊藤 崇, 質的心理学フォーラム, 15, 109, 111, Oct. 2023, [Invited], [Lead author]
    Japanese, Introduction other
  • 保育実践における３つの「理解」：大人につきあう子どもの姿を描くために
    伊藤崇, 発達, 168, 51, 56, Oct. 2021, [Invited]
    Japanese, Introduction commerce magazine
  • じぶんアクションリサーチとしてのからだメタ認知メソッド（諏訪正樹「『こつ』と『スランプ』の研究：身体知の認知科学」（2016年，講談社）への書評）
    伊藤 崇, 質的心理学研究, 18, 277, 280, 2019, [Invited], [Lead author]
    Book review
  • 日本の異学年教育と香川大学教育学部附属高松小学校の「縦割り創造活動」
    伊藤崇, 子ども発達臨床研究, 12, 49, 54, Jan. 2019
    Japanese, Report research institution
  • 待てない私たちが待つために : 7人の発表者へのコメントとして (特集 Development概念の転換 : 支援の背後にある困難性を探究する) -- (コメント論文)
    伊藤 崇, 子ども発達臨床研究, 6, 6, 69, 72, 2014
    北海道大学大学院教育学研究院附属子ども発達臨床研究センター, Japanese, Report research institution
  • Sumio HAMADA, "Self, others, and narrative world"
    ITO Takashi, Japanse journal of law and psychology, 10, 1, 159, 160, Mar. 2011, [Invited]
    The Japanese Society for Law and Psychology, Japanese, Book review
  • Bringing child rearing practices into the school curriculum
    伊藤 崇, Bulletin of Faculty of Education, Hokkaido University, 113, 113, 21, 25, 2011
    【要約】小論では，陳（2011）で主張された，子どもに養育性を形成する取り組みを義務教育課程に導入する際の前提について議論した。学校内の実践は，カリキュラムの達成を目標として組織化されている。状況的学習論はこれに対して，学習内容に有意味な文脈を与え，児童の動機づけを高めるためには，学校で習得される知識が実際に使われる「真正活動」（ブラウン・コリンズ・ドゥギド，1992）に基づいてカリキュラムを組織化すべきだとする。この考え方に基づき，コミュニティにおける「子育て」という真正活動を学校のカリキュラムに反映させるための道筋について提案した。, 北海道大学大学院教育学研究院, Japanese, Report research institution
■ Books and other publications
■ Lectures, oral presentations, etc.
■ Syllabus
  • 教育学調査実験Ⅰ, 2024年, 修士課程, 教．学院
  • 教育心理特論, 2024年, 修士課程, 教育学院
  • 教育学調査実験Ⅱ, 2024年, 修士課程, 教．学院
  • 教育学基礎演習, 2024年, 学士課程, 教育学部
  • 教育学調査実験Ⅲ, 2024年, 修士課程, 教．学院
  • 一般教育演習(ﾌﾚｯｼｭﾏﾝｾﾐﾅｰ), 2024年, 学士課程, 全学教育
  • 教育学調査実験Ⅳ, 2024年, 修士課程, 教．学院
  • 卒業論文, 2024年, 学士課程, 教育学部
  • 専門演習, 2024年, 学士課程, 教育学部
  • 教育心理学講義, 2024年, 学士課程, 教育学部
  • 歴史・文化モジュール特殊科目B, 2024年, 学士課程, 現代日本学プログラム課程
  • 歴史・文化モジュール特殊科目B, 2024年, 学士課程, 現代日本学プログラム課程
  • 英語演習, 2024年, 学士課程, 全学教育
  • 教育心理学実験実習（1単位）, 2024年, 学士課程, 教育学部
  • 教育心理学実験実習（1単位）, 2024年, 学士課程, 教育学部
  • 教育心理学実験実習（1単位）, 2024年, 学士課程, 教育学部
■ Affiliated academic society
  • JAPAN SOCIETY FOR EDUCATIONAL TECHNOLOGY
  • JAPANESE COGNITIVE SCIENCE SOCIETY
  • 日本発達心理学会
  • 社会言語科学会
■ Research Themes
  • 子どものいる家庭は声で操作するテクノロジーをどのように受容するのか
    科学研究費助成事業
    Apr. 2025 - Mar. 2029
    伊藤 崇
    日本学術振興会, 基盤研究(C), 北海道大学, 25K06537
  • 子どもは電子マネーをどう理解するか：超スマート社会での幼児・児童の生活実態の解明
    Grants-in-Aid for Scientific Research Grant-in-Aid for Challenging Research (Exploratory)
    Jul. 2020 - Mar. 2023
    伊藤 崇
    本研究は以下の２点を目的とする。①超スマート社会が実現しつつある現代の子どもによる多様なデジタルデバイスの利用経験とその理解の仕方について，その実態を明らかにする。②発達心理学や社会学・人類学の諸理論を再構築し，デジタルデバイスを媒介として子どもにもたらされる新たな能力や行為の可能性について議論するための概念枠組みを整備する。
    そのために本研究では，①適応過程の見えやすい幼児・児童を対象として自然な日常生活の追跡撮影による自然観察を行い，各種デジタルデバイスとの接触の実態を分析する。②活動理論やアクターネットワーク理論などモノと人間の結びつきを重視する諸理論を，現代の子どもの生活実態が説明できるように再整備する。
    前年度に購入された機材を用いて令和３年度から国内の４歳から10歳までの幼児・児童の家庭内における生活実態の調査が実施されている。保護者にカメラ等機材一式を渡し，各２日間の生活を終日撮影してもらうとともに，そこで子どもが用いる種々雑多な道具に関するインタビューを実施した。
    令和３年度は，北海道内のほか，関東地方，四国地方から９家庭10名の幼児・児童の協力を得て撮影が実施された。令和４年度も引き続き調査を行う予定である。
    Japan Society for the Promotion of Science, Grant-in-Aid for Challenging Research (Exploratory), Hokkaido University, Principal investigator, 20K20796
  • 教師のファシリテーション能力向上を促す授業カンファレンス・システムの開発と検証
    科学研究費補助金（基盤研究(B)）
    Apr. 2019 - Mar. 2023
    伊藤崇
    文部科学省, Principal investigator, Competitive research funding
  • 学級規模が授業中のフィードバックに及ぼす影響の即時的かつ継続的計測による実験研究
    科学研究費補助金（挑戦的萌芽研究）
    Apr. 2016 - Mar. 2018
    山森 光陽
    文部科学省, Competitive research funding
  • The developmental coupling in different-age group : interdisciplinary communication over the concept of human development
    Grants-in-Aid for Scientific Research
    2015 - 2018
    KAWATA Manabu; YOSHIDA Yukuo; IEMURA Tadato; AZUMA Shigemitsu; NAKAGAWA Eri; TACHIBANA Shinjiro; MAEBA Yuhei; SHINOHARA Takeshi; SHIBAKAWA Akiko; KOBAYASHI Mayumi; HAMAGUCHI Yuka; Fujii Natsuko; ISHIGAMI Chigusa
    This study attempts to expand the concept of "development", from the perspective of "different age group coupling" by analyzing characteristics of relationships between individuals, formed within practices such as child care, child rearing, school education, Ibasho (local settlement), camping activities for children and young people with developmental disabilities, etc.
    Our findings reveal that a distinctive pattern of events, such as developmental differences in participants are mutually supported. In addition, attachment of meaning to one’s language and behavior that occurs in general situations, the cyclical relation between support provider and recipient of support, the development of new values through the problem-solving process of impromptu situations, etc., emerges within the activities involving individuals of different age groups and generations.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (B), Hokkaido University, Competitive research funding, 15H03105
  • 協調学習における生徒間の相互作用を即時的に解析するビッグデータ収集・処理システムの開発
    本部奨励金
    Apr. 2014 - Mar. 2016
    伊藤崇
    日本教職員弘済会, Principal investigator, Competitive research funding
  • Exploratory research on the applicability of human big data collection system for analyzing classroom communication
    Grants-in-Aid for Scientific Research
    2014 - 2016
    Ito Takashi; SEKINE Kazuki
    Applying big data collection and analysis system for measuring human body movement rhythms and face-to-face behaviors, we aimed two goals. One was development and establishment of measurement technique for participants' attitudes for classroom lessons, and the other was designing quick feedback system between the researchers and the teachers in order to improve the lesson practices. Analysis using body movement rhythms showed certain usefulness as an index to detect the difference between children's grade levels. Based on these results, we examined relationships between nonverbal behaviors of children and degree of understanding of academic contents or degree of attention to speakers. Furthermore, in the reviewing session about some aspects on the classroom communication captured by the system, it was confirmed that a new awareness for the children were emerged in the teacher.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), Hokkaido University, Principal investigator, Competitive research funding, 26380865
  • From Knowledge of Hiragana to Literacy Practices in Japanese Children: Functions of Literacy after Acquisition.
    Grants-in-Aid for Scientific Research
    01 Apr. 2012 - 31 Mar. 2015
    MATSUMOTO Hiroo; ITO Takashi; TSUNEDA Miho; MATSUI Gota; MIHARA Natsuki
    This study examined how letter knowledge and the home literacy environment are linked to the literacy practices of Japanese children. Fifty-four kindergarten-aged children (range: 54-83 months) were asked to create short books and describe them to an examiner, to measure their literacy skills. The children’s letter knowledge and the literacy environments at home were assessed via a parental questionnaire.
    The results showed that 83.9% children used letters (sentences, phrases, or words) in their books, and 41.9% children could describe their book without the examiner’s help. Although these children knew 50 letters or more, they did not become interested in or begin to write letters earlier than the other children. The results suggest that creating an environment that allows children to gain letter knowledge facilitates the literacy skills of Japanese children.
    Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), Kagawa University, 24730657
  • The process of adapting to the classroom as a socio-cognitive ecological situation
    Grants-in-Aid for Scientific Research
    2009 - 2009
    ITO Takashi
    The objective of this study was to shed light on the processes by which elementary school pupils adapt themselves to classroom discourse and how they listen to others from the perspective of developmental change. Japanese language lessons conducted in the first, third, and fifth grades of a consenting school were recorded by video, and then a microanalysis of gaze directions of teachers and students was conducted. The results revealed the existence of developmental differences between students in different grades. Whereas pupils in the first grade simply followed the teacher's gaze direction, from the third grade and onwards, pupils listened to others while also focusing their attention on items such as textbooks.
    Japan Society for the Promotion of Science, Grant-in-Aid for Young Scientists (B), Hokkaido University, Competitive research funding, 21730511
  • 集団内の幼児による会話の組織化過程の微視的分析:参加役割の取得と付与に注目して
    科学研究費補助金(若手研究(B))
    2005 - 2006
    伊藤 崇
    本研究では、従来の言語発達研究では見過ごされてきた幼児の言語運用能力のうち、特に会話をする際の役割配分能力を明らかにすることを目的とした。具体的には、会話に参加する幼児は、相互行為上の役割をどのように取得しているのか、という問題を設定した。
    幼児が会話場面を相互行為的に組織化する過程を微視的に分析し、家庭における自然場面観察を実施した。平成17年度には4歳男児1名、18年度には4歳男児2名とそれぞれの家族の協力を得て、家庭での観察を実施した。
    その結果、2つの点が明らかとなった。第一に、一般的に、家庭内の会話において、眼前にいない人同士のあいだで会話が成り立つ。たとえば、異なる部屋にいる人同士が会話することができる。これは、発話の受け手が誰かを特定するリソースとして、視線などのジェスチャーではなく、発話内容が利用されていることを意味する。第二に、眼前に複数の参加者がいて、会話が並行して進められている場合に、視線などのジェスチャーが会話の相手を特定するリソースとして利用される。たとえば、母親に対して2人の子どもが同時に話しかけた場合、顔の向きや視線が、返答の向けられる相手を特定するのに用いられていた。
    以上の結果は、子どもが言語運用を身につける主要な場である家庭内の会話の特徴を明らかにしたものと言える。このような会話に参加することを通して、どのようにすれば聞き手の注意を引きつけ...
    文部科学省, 若手研究(B), 北海道大学, Competitive research funding, 17730377
  • Microgenetic and longitudinal approach toward the emergence of children's group play activities
    Grants-in-Aid for Scientific Research
    2004 - 2005
    SATO Kimiharu; ITO Takashi
    In this project, the following research problems were mainly examined. (1)The emergent process of and constraints on creation of collaborative play fantasies among children were explored. In particular, we focused on the continual creation of new ideas during improvised fantasy play. Children display concrete, apprehendable cues for changing themes and play scenarios during fantasy play. In other words, in order to collaborate successfully, children must improvise play scenarios by sharing "contextual meaning" about virtual events and the rules and modes of engagement during play within their fantasy worlds. As for the study of the emergent creative process, we explored the mutual emergent process of musical expression during daily rehearsal among amateur orchestra member. (2)Preschool children's conversation skills, especially turn-takings in daily natural conversational settings were explored. In this study some social resources, for example gazing, gesture and other physical movements with utterances from other member help for to address the conversing person and to gather into the chain of the conversation successfully. (3)Concerning with some problems about the education for the creativity and creative development in Japan today, the results of recent international academic achievement surveys were discussed. The task of reform for education in Japan has some important unsolved problems. This was discussed in the context with the direction and the trends of the reform for education in Asia-Pacific regions.
    Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research (C), HOKKAIDO UNIVERSITY, Competitive research funding, 16530415