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Recent Curriculum Reform in Japan: The Future of Everyday-Life-Oriented Curriculum
Kiyomi Akita 한국유아교육학회 2011 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.17 No.1
This paper consists of three parts. The first part is about the current social context in regards to the turning point of ECEC systems. The low birth rate and the diversification of educational and child care needs call for changes in the current system. The second part is about the historical changes of the Japanese curriculum. The reasons why the curriculum was revised and what points were considered in the revision were introduced. The last part discusses the current situation; the present curriculum revised in 2008 and what direction our system is moving towards. The case of school-based curriculum as a bottom-up curriculum is presented in order to improve professional learning communities.
Tsujitani Machiko,Akita Kiyomi,Miyamoto Yuta,Ishida Kaori,Miyata Mariko The Pacific Early Childhood Education Research Ass 2023 Asia-Pacific journal of research in early childhoo Vol.17 No.3
This study attempted to explore outdoor environments in early childhood education and care centers and the views of practitioners regarding support provided to children below 3 years of age with respect to experiencing risky situations. A survey of 1,167 centers with their own outdoor environments in Japan was conducted. Questions about outdoor environments and practitioners’ thoughts and practices revealed two points. First, the centers lack environments where the children are provided opportunities such as outdoor spaces; areas of different elevations, such as hills and slopes; and places where they can enjoy using their sense of touch to feel different materials such as water and plants. Second, practitioners valued a variety of experiences, such as minor risks, injuries, mistakes, and fear, for nurturing children’s ability to avoid danger and to protect themselves from potential dangers, although they did not value and generally avoided negative emotions, sensations, and experiences. Further research can explore the relationship between such views about risk experiences and actual practices, a topic of discussion among early childhood care and education practitioners.
Variations in Staff Viewpoints regarding Children’s Outdoor Play in Japanese ECEC Playgrounds
Machiko Tsujitani,Kiyomi Akita,Kaori Ishida,Mariko Miyata,Yuta Miyamoto 환태평양유아교육연구학회 2018 Asia-Pacific journal of research in early childhoo Vol.12 No.2
This study aimed to reveal variations in Japanese early childhood education and care (ECEC) centers’ practices and thoughts regarding outdoor play and relationship between the two. A questionnaire was distributed and the answers from 1,659 centers were analyzed. First, it was revealed that the frequency and perceived importance of practice in outdoor environments are different between centers. Some outdoor practices are thought to be important in many centers while others are not. Second, a confirmatory factor analysis showed that centers varied in their practices and the perceived importance of direct or indirect guidance for children in outdoor play although indirect guidance was rated highly in many centers. This means that the varied thinking about outdoor play in Japanese centers can be seen in how they teach physical activities or make use of playgrounds. Third, it was revealed that thoughts about fostering children’s build strength and acquire athletic skills vary between centers and centers focusing on such things had high scores in direct guidance while centers focusing on children’s wonder or interests had low ones. In conclusion, we can consider ECEC’s outdoor play practices and perception together and what centers value is important in discussing the quality of outdoor environments for children’s development.
Fuminori Nakatsubo,Kiyomi Akita,Tokie Masuda,Katsuo Yasumi,Fumiko Sunagami,Junko Minowa 한국유아교육학회 2010 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.16 No.2
The purpose of this study is (1) to clarify, by monitoring discussion in group settings, how teachers at Japanese kindergartens recognize emotions of educators and young children in videos of early childhood care and education; (2) to clarify how teachers express their emotions that are aroused by viewing videos in a group discussion setting; (3) to compare the differences in teachers‘ narratives among four kindergartens. The participants are 21 teachers in kindergartens A, B, C and D. All of the participants watched three videos and participated in discussion about the video afterward. And then we analyzed the expression and recognition of emotions in their narratives. Although the participants watched the same videos, the teachers‘ narratives were different: (a) the characteristics of teachers‘ narratives about recognition of emotions were as follows: The A teachers viewed the emotions of the educators in the videos critically by keeping a certain psychological distance. The C teachers were sympathetic to the emotions of the educators in the videos. The D teachers descriptively discussed the emotions of the educators in the video. (b) The characteristics of the teachers‘ narratives about recognition of expressions were as follows: The A teachers expressed sympathy for the young children in the video by critically viewing the educators. The B teachers reflected on their own action with young children by replacing the educators in the video. The C teachers expressed sympathy for the educators in the video by assimilating with the educators.
A study of the involvement of Japanese early childhood teachers in Clean-up Time
Fuminori Nakatsubo,Junko Minowa,Kiyomi Akita,Fumiko Sunaga 환태평양유아교육연구학회 2009 Asia-Pacific journal of research in early childhoo Vol.3 No.1
The purpose of this study is to examine actual individual situations involving Japanese early childhood teachers during Clean-up Time. In this study, we utilized the method of video analysis. This is a useful study method as it can examine the interaction between teachers and children in detail and allows in depth discussion using videos as cues for arriving at discourse. The research findings were as follows: (1) The teachers adopt strategies appropriate to the children’s different ages and levels of development. (2) Even as the teachers try to get the children to change their behaviors in line with their wishes, they sympathize with the feelings and values in the children’s world of play. (3) As the teachers persuade young children to finish playing and move on to Clean-up Time, they underscore a group mindset and sense of companionship.
Japanese Kindergarten Teachers' Belief on Intellectual and Social Development
Bernard Spodek,Hiroshi Ashida,Riyo Kadota,Masatoshi Suzuki,Kiyomi Akita,Yutaka Oda,Takako Noguchi 한국유아교육학회 2004 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.10 No.1
Early childhood education in Japan has traditionally been described by researchers from abroad in dichotomous terms, for example, “individualism vs. collectivism,” “formal and intellectual learning vs. affective learning.” “independence vs. interdependence.” This study illustrates the facilitation of intellectual and social development by Japanese kindergarten teachers not as two opposing ideas, instead, it shows intellectual and social development as complementing each other as children develop intelligence and independence.Building on Tobin’s methodology and video recording of kindergartens, a new approach portrays teachers’ personal philosophies on early childhood education and instruction. Although the methodology can and will be improved, its basic validity has been affirmed.