2. Narrowing the focus to better approach the main theme
Keyanomori Gakuen Kindergarten (Sayama, Saitama Prefecture)
Print this page [1.1MB]1. Our research approach
At Keyanomori Gakuen, we developed programs for nature experiences and day-to-day life based on our educational philosophy and our understanding of the state of children today. Through contact with people, nature and objects, we developed creative activities that are attuned to children’s feelings while providing fun and individual satisfaction.
Educational Philosophy: “Living Life Dynamically to Each His Own”
The value of life gives the strength to live
To feel the simplicity, beauty, greatness, severity and wonder of nature through the five senses, and to develop a rich sensibility, we placed emphasis on nature experiences. We believe such experiences give people the strength to live.
How Keyanomori Gakuen Understands Children
- Children can grasp the essence of things quickly, and are always searching the truth.
- Children who are trusted try to respond to that trust.
- Children try to better themselves everyday.
- Children whose needs are satisfied are graceful and kind.
- Satisfying individual desires is positive not only for the individual but also for other children as well.
2. How life nurtures the strength to live
The concrete “workings” behind our activities throughout the year consist of unique programs within daily life in the areas of “nature experiences,” “human relationships” and “expression.” We realize that each activity is not confined to one genre, but rather all are interrelated and lead to the nurturing of the child. The figure on the right is a rough classification of each activity according to timing and aim.
3. What a “scientific mind” means
A scientific mind is a soul that senses the wonder of “Why?” and “How?”
We believe a “scientific mind” is the feeling of joy or wonder in things that are happening around us, or the feeling of excitement and inquisitiveness in things that we see, encounter or touch in nature.
We believe all activities first begin with this feeling.
4. Main research theme: “Creating a rich life through a ‘scientific mind.’”
This year, with a firm understanding of what a “scientific mind” means to us, we tried to observe in what way a “scientific mind” influences the children at Keyanomori Gakuen and leads to learning. We believe that a “scientific mind” means a sense of wonder in nature, people and various objects and that relationships and life develop from this. With more relationships, life becomes richer. To continue research into “creating a rich life,” as indicated below, we wish to further narrow our research focus.
Viewpoint 1: “Changes in the Child
- Experience. Feel the wonder of “Why? How?” in a variety of ways.
- Expression. Express that feeling.
- Exchange. Consider how each child is thinking and devising.
- Creation. Take on the next new challenge.
Viewpoint 2: “Role of the Teacher”
For each and every process, consider the role of the teacher.
In daily programs that focus on “changes in the children,” we believe that the “role of the teacher” is an important key to childcare development. Given that the teacher’s support and environmental structure are important factors in enriching the lives of the children, our research took into account both the children’s and the teacher’s perspectives.
Twice a week on a continual basis, we went to “play in the woods.” We observed that through contact with insects and moles, the children became more active and learned more eagerly as they tried to guess, imagine, study and confirm the answers to their ever-growing number of questions. Through such activities as “making compost” or “exchanges with other kindergartens (playing in the woods),” the children experienced the joys of working together and the importance of exchanging opinions. By analyzing and observing a number of cases with a clear focal point, per below, we were able to gain an understanding of what a “scientific mind” means.
5. Point 1 Summarize cases that focus on “changes in the children.”
[1] A ”scientific mind” is a soul that senses wonder – creating an opportunity for action –
We began with an interpretation of a “scientific mind” as one that sees and takes notice of things, feels a sense of wonder and has questions.
“Why?” “How?” “That’s strange!” “How does that work?” “How can I do that, too?” “Isn’t that strange and wonderful?” “What is this?” These are the types of questions that come to mind when an object stirs interest, which in turn, prompts further contact with objects and people and results in activities to pursue the truth. From this process, we were able to demonstrate that a “scientific mind” creates the impetus for activity.
[2] A ”scientific mind” is a soul that can express and share feelings
– creating an environment to learn and grow together –
With a sense of wonder, a child’s interest is piqued. With a desire “to know,” he/she will investigate, compare with real objects, classify or want to repeat a particular activity. One after another, a sense of wonder prompts action. Upon learning the truth, a child will share with others his/her discovery, creating an opportunity for exchanging opinions and further thinking, which deepens understanding. Children’s relationships with other children, with their teachers and with their families all influence each other and result in learning and growing together.
[3] A ”scientific mind” is a soul that creates the future
– creating the motivating force for a dynamic life –
[Experience]
Children experience a sense of wonder (“Why?” “How come?”) when they are in touch with nature.
[Expression]
Children communicate their experiences with friends and teachers, creating a feeling of empathy. For a child, knowing that another person shares and understands his/her feelings is satisfying and fulfilling.
[Exchange]
When children exchange opinions, their interest is piqued further, which prompts them to seek out new experiences and wonders and builds a spirit for adventure.
[Creation]
As children strive toward a goal, they may experience setbacks or feel regret. Then they try to improvise and constantly push themselves toward the “better world” in front of them. This is the learning process, and the achieved end result gives children joy and a sense of fulfillment. This is the cycle of personal realization that results in happiness and a dynamic life. We realized that a fulfilling life is built on this type of cycle. (See diagram.)
Editor’s comments
A “scientific mind” is one that senses the wonder of “Why?” or “How?” This prompts a child to expand his/her world and nurtures a richer life. In their daily exercises, Keyanomori Gakuen’s research focused on observing “changes in the children” and “the role of the teacher” because they felt both are important keys. By narrowing the focus in such a manner, they were able to better understand what “positive nurturing” and “appropriate teacher/child relationships” were. Summarized and expressed in an easy-to-understand manner here is the kindergarten’s thinking that a “scientific mind” is an “impetus for activity” and that the process of “experience, expression, exchange and creation” is the motivating force for the children’s dynamic lives.
