Last March, a group of SUSS students had the opportunity to travel to J. F. Oberlin University in Tokyo, Japan, where we were able to observe the operation of early childhood education facilities. We visited Seiwa Kindergarten, Machida Shizen Kindergarten, JFOU Kindergarten and Bott Memorial Home. Exploring concepts like learning through play and child abuse, we have gained wider perspectives! Read on to find out more about each childcare facility!
We were warmly welcomed by the University’s faculty and students with a campus tour and tea ceremony!
Seiwa Kindergarten
“It was my first time having to rely on my limited Japanese speaking ability in a familiar environment amongst children. However it seems like the language of play is universal. In the outdoors it is natural to see children with dust and mud on their clothes and getting their hands dirty playing with nature.
I even took part in the Japanese children’s staple of making a mud ball or doro dango. With the passing down of culture and experiences, there are techniques that the children taught me to make the perfect doro dango. From using dry sand to make the wet mud ball harder and using a wet cloth to make the ball shine, or pika pika as the teacher described it to me.
Making use of natural resources in play as the children learn!
Later, I was attached to a class of 4-5 year olds. After a short round of attendance taking where children read off their friend’s names, the class was released to play. The children played freely in the environment while experiencing safe and fun levels of risk.
They recognise and remember the rules and safety guidelines that the teachers have placed for them. For example, the children were climbing the stairs to slide down the metal slope on it. It would seem dangerous in the eyes of a Singaporean teacher, from the risk of the children falling off the slope into the stairs, hurt themselves as they land, or that they may test the boundaries of the rules and slide from a higher point on the slope.
That did happen when a younger boy decided to ascend the stairs further and others followed as it was fun. I would usually step in to reinforce the rules as that was what was done in Singapore pre schools. However, following the example of the Japanese teachers, I stepped back to watch them and waited for something to happen.
A few seconds later, one of the older boys came up to the group and re-established the rules, making it very clear, using gestures to tell everyone that they are only allowed to slide down from the 3rd or 4th step. It really shows the sense of responsibility the children have, the ability to role model the understanding and respect for each other to listen to the rules as they went back down to the correct steps.”
- Jodi (ECE)
Indeed, it is when educators take a backseat that children are given the opportunity to explore boundaries, to determine the kinds of risks to engage in and then working together to work towards their goal.
Machida Shizen Kindergarten
Located in a rich environment where children can run freely around the grounds of the kindergarten, garden of Yanada Temple and the forest, the children can expand their lively curiosity and motivation through contact with animals and plants. The children are also free to climb the trees!
Children of different age groups often work together to build campfires.
Through hands on activities, children are encouraged to learn through exploration. This promotes motor skills development and allows children to learn through mistakes. By doing so, it helps the children to build up their self-esteem and gain functional life skills that will stay with them as they grow up.
Sharing of road safety rules by the local police.
“The visit to Machida Shizen kindergarten was insightful and inspiring. The teachers truly supported the children in the process of learning, encouraging them in making new explorations. I was amazed to see children of different ages coming together; to learn, play and support one another. This really broadened my perspectives on how I can provide the same autonomy and trust to the children as an aspiring early childhood educator.”
- Wen Hui (ECE)
Children learn by experience, thus requiring regular opportunities to develop and practice skills together with their peers. With such opportunities, children can watch and observe their peers, and learn to apply what they have seen to their own learning.
JFOU Kindergarten
We were greeted by the kindergarten’s Montessori building, where children engage in learning activities, and the main building consisting of an outdoor area. As we entered the school, sights of the show racks and sliding doors were unfamiliar. However, the children’s voices and their curious faces peeking were a comforting sight. We spent some time outdoors with the children and noticed some straw slippers. What do you think these slippers are for?
Children wear Waraji (straw sandals) on their bare feet when they play outdoors.
It was shared with us that when children grip onto the strap tightly by applying force to their toes, it facilitates the development of healthy feet and proper posture and prevents the formation of arches and floating feet.
“Each of the four classes that we had visited had a mix of three, four, and five-year olds, who play, learn, sing, and eat together everyday. Glancing around the classrooms, it was evident that this space is not dedicated to teaching children how to read, write, or count; but to grow up healthily surrounded by love, and to develop responsibility, independence, and character.”
- Jie En (ECE)
The mixed-age group classroom provide children with joyful, natural experiences that help children realise the experience of camaraderie, of a sense of belonging, and of unity with something larger than the self. The children developed increased sensitivity to the needs of others, a virtue essential to homogeneous Japanese society.
“Through opportunities to interact with children and professionals from three different kindergartens, this programme was definitely an eye-opening experience for me to gain deeper insights about play-based learning and reflect on how each play experience supported specific areas of learning and development. It has also allowed me to relook at my personal aspirations as an early childhood educator, and I am inspired to incorporate free play in my classroom that truly allows children to direct their own play and learn through inquiry and discovery.”
- Hui Qing (ECE)
Bott Memorial Home
The home seeks to create a family-like environment for the children. An assigned staff-member takes on a parental role and is responsible for raising the children.
Created for children where they can live with a smile😊
“This trip has opened my eyes to the social welfare system of Japan, specifically, towards their child protection issues and institutional care structure. One noteworthy observation I had from my visit to Bott Memorial Home was the availability of a temporary shelter service called “Short stay home”, whereby children and youth in the community may seek residence for a short duration (i.e., a day to a week) when tensions are rising at home. The purpose of which is to tackle child abuse by a) providing space for caregivers and b) increasing community sighting of children. This is an interesting approach as it reaches out to children and youths who are not registered within the child protective system. I thought then that this concept could be worthy of further research as we seek to improve preventive efforts in Singapore.”
- Zara (SWK)
~ Joleen