[1] Summary
At our school, we practice early childhood education “Shisei Education”
1 Based on “educational philosophy” and “educational goals”
2 In “a empathetic and warm environment appropriate for early childhood”
3 (1) About “the matters that become the foundation for the future growth, and the basic matters that must be taught only during this period”
(2) With “the methods appropriate for early childhood”
(3) In “the order”
(4) From “the viewpoint”
4 As “scientifically proven to be appropriate”
5 With “close cooperation with involved people such as parents who are partners of childhood education”
1 Educational Philosophy
To practice scientifically proven education
in a warm environment appropriate for early childhood.
2 Educational Goals
1 Independence with self-affirmation
2 The ability for self-fulfillment and problem solving
3 The ability to harmonize and communicate with others
And
4 Fostering people who have an appropriate knowledge and education for bearing the future of a democratic society.
3 Shisei Education [and its focal point, “Integrity Education” and “Attitude education”]
1 As we mentioned previously, we practice early childhood education [Shisei Education] (1) based on the “educational philosophy” and “educational goals” (2) in “a empathetic and warm environment appropriate for early childhood” (3) 【1】about “the matters that become the foundation for the future growth, and the basic matters that must be taught only during this period” 【2】with “the method appropriate for early childhood” 【3】In “the order” 【4】from “the viewpoint” （4）as “scientifically proven to be appropriate” （5）with “close cooperation with involved people such as parents who are partners of childhood education”
2 The 4 pillars of “Shisei Education” are
(1) To practice the origin of education “integrity education” that is surrounded by warmth and humanity filled with love.
(2) To practice “attitude education” that cherishes sound “basic attitude” for children.
“Basic attitude” is the children’s attitude toward accomplishing missions, basic directions of thinking (code of thought, code of behavior) and is related to the foundation of “self-control”.
It is said that “people grow up to be someone who they think they are” so the results of psychology and brain nurturology point out that “what the though is like” is extremely important.
(3) To practice it as “scientifically proven to be appropriate”. 【Scientific Nature】
(4) In the process of practice, it is most effective and optimal to have “growth of everyone involved in the education” who construct the interacting environment. So we place the involved people as partners and emphasize “everyone’s growth” (in other words, “mutual growth” where everyone centered around the children grow up) through the educational activities. 【Partner Theory, Mutual Growth Theory】
We call 【all of our basic ideas for early childhood education】【Shisei Education】(more appropriate to say “Shisei Mutual Growth”) and set it as an indicator for our daily practices.
The following is the explanation.
[2] Educational Goals
(1) Independence with self-affirmation
(2) The ability for self-fulfillment and problem solving
(3) The ability to harmonize and communicate with others
In order for people to be independent and harmonizing with others while being able to self-fulfill in a society, the following features of the educational goals are extremely important.
1 Independence with self-affirmation
The individual has “the independence with self-fulfillment and ambitions” which acknowledges the importance and value of their existence.
It is said that “people grow up to be someone who they think they are” so this idea is extremely important and is the source of everything.
2 The ability for self-fulfillment and problem solving
It means to have “ambition for self-fulfillment” in which they try to materialize their dreams, goals, thoughts and purposes, and to have the ability for problem solving (which is the ability to notice the problem, think it through, innovate and overcome) when they encounter difficulties and problems.
3 The ability to harmonize and communicate with others
It means to have “the ability to communicate with others”, “ability to harmonize with others” and “social relation skills” where they can express their feeling precisely, communicate it with others accurately, think of the other’s position, interact with them with considerations, and follow the rules.
Moreover,
4 It is essential to have the viewpoint of
“fostering people who have an appropriate knowledge and education for bearing the future of a democratic society” which is the goal of public education.
So the problem is how to materialize and practice these critical elements and viewpoints of the “educational goals” in which stage of the early childhood education based on the characteristics of early childhood.
[3] Shisei （Integrity） Education
Early childhood education must be given in “a warm and empathetic environment” appropriate for early childhood.
At our school, all the staff are always trying to practice our founding principle “the living education to cherish the individual students and not to make any children sad”.
It is to practice the education in “a warm and empathetic environment” appropriate for early childhood. We call this basic idea “Shisei (Integrity) Education” meaning “the education with the feeling”.
It is one of the “basic attitudes” in our school.
Since we thoroughly practice this basic attitude, not only the homeroom teachers treat their students as theirs but “all teachers treat all students as theirs”.
Needless to say, early childhood education is given in an environment. So it is extremely important for the children during their early childhood to able to feel the warmth of the surrounding people and feel that “everyone is their friend” without losing themselves.
It is an essential primus for truly effective childhood education. From brain nurturology perspective, to have “a stabilized mind and trust for the surrounding” is certainly the important foundation for early childhood education and the source of the lively activities of the children.
We would like the children “to discover good and neat features of themselves and like themselves even more”, “to discover good and neat features of their friends and like them even more”, and “ to know that they can multiply their power by cooperating with everyone” through kindergarten in a warm and empathetic environment.
[4] Scientific Nature
Early childhood education must be scientifically proven to be appropriate.
It is our “basic attitudes” to have “an education that is scientifically proven”.
Since the goal of education is to form a human characteristics and early childhood is a base period for building their human characteristics, it must be appropriate for the foundation of future growth. Early childhood is a stage to cultivate and fertilize for rich soil and if you plant a seed there, there will be a rich harvest. We cannot cultivate the hard soil in a hurry after the seed has sprouted.
Early childhood education theory has been mentioning that early childhood must be “appropriate”. However, it has been pointed out that the content is vague, has low possibility for verification, and is insufficient for educational guiding principles.
We think that in order for the education to be truly “appropriate” objectively instead of being arbitrary, subjective, or simply a personal experiences or guesses, it is critical <1> to have clear principles and goals, and can be reliable “guiding principles” and <2> to be practiced based on a clear “aim” and “activity guidance” that are “scientifically proven” or “to have ensured possibility for verification, as much as possible.
From this viewpoint, we sufficiently consider the following points based on the research results of psychology, medicine, and brain nurturology as a comprehensive science.
1 It is critical to soundly educate “self-controllability” and “communication skills” , which are included in HQ (humanity quotient)
2 According to multiple intelligences (human intelligence consists of collateral multiple intelligences. They are somewhat independent but also interacting and there are competitions among them), it is fundamental to develop various intellects equally during early childhood when multiple intelligences are built.
3 Also, the problem of the Critical Period (There is an appropriate period to learn certain abilities for human brains. If the period is missed, there is a limit to mastering the abilities even with great effort)
We considered these points so we could examine them without accepting the content without criticism, understand the problem, examine the appropriateness, materialize, clarify, and examine the specific justice through practice.
Primarily, the science consists of the process of proving hypothesis and it is a fundamental part of progress and improvement on itself.
From this, we ensure the opportunity to improve and adopt the theory and methodology.
At our school, we value “the basic attitude” of “scientifically proven education” and examine the education content in our daily practices from an objective and scientific perspective. We also try to continuously improve our education by applying the results of academic research such as neuroscience and psychology, using the network with the specialists, asking for assistance from teachers and advisers from other schools, as well as all kinds of complete staff training.
[5] Educational content and methods
Under the principle of [4] Scientific nature mentioned above, early childhood education must be
(1) On “the basic matters” that become the foundation of their future growth and cannot be accomplished during no other period.
(2) With the method that is appropriate for early childhood [emphasizing the experience]
(3) In order that is appropriate for early childhood [emphasizing the order]
(4) Have the content and viewpoint that is appropriate for early childhood [attitude education]
We have another chapter dedicated for (4) attitude education ([6]).
1 On “the basic matters” that must be accomplished during early childhood
Early childhood is a period that becomes the foundation of their characteristic formation. There are things that must be accomplished during this time, so it is an extremely delicate and critical period.
Based on the educational goal, we made note of; 【1】HQ (human quotient) the matter of inner brain function taking place mainly in the prefrontal region) 【2】multiple intelligences 【3】matter of Critical Period from the perspective of “Brain Nurturology”. Based on the following, we practice thoroughly considered appropriate education of “the basic matters” for the foundation of future growth.
(1) Nurturing the Human Quotient, in other words, “social intelligence (such as communication skills)” and “emotional intelligence (controlling their emotions)”
This also includes “will power” “ability to concentrate” “attentiveness” “inquiring mind” “creativeness” “ability to plan” “ability for problem setting and solving” as well as the “ability to self-control” “empathy and cooperativeness (theory of the mind, theory of the society)” and “high language skills”.
(2) Give as much enriched experiences and opportunities for thinking equally among the multiple intelligences (such as linguistic, spatial, logical mathematical, musical, artistic, physical excretion).
(3) Make a sufficient note of the matter of speech-language, mathematical ability, physical ability, and perfect pitch from the perspective of critical period.
2 With methods that are appropriate for early childhood [emphasizing the experience]
Through various experiences and activities, children notice various things, become curious, think hard about “what” and “why”, try to understand, and challenge courageously even if there is a little difficulty. Even if they fail, they find the problem from the failure, think, make innovation for better solution, and try hard.
Through many experiences, children make discoveries every day, find a various ways to solve problems, learn the importance of effort, and learn the joy of accomplishment. And those lead to the next motivation.
During early childhood, it is best to learn things from experience. At our school, we sufficiently consider this “characteristics of early childhood” and give as many enriched opportunities for experiences for children based on “kindergarten instruction procedure” in an environment thoroughly considered from the perspective of “Shisei Education”
The experiences where children went through the thought process of “why” and “what to do” in various scenes get accumulated as valued “code of thought” and “code of behavior”.
From brain nurturology perspective, the main function of the prefrontal region which controls behaviors, emotions, and senses are called “working memory” and is a “critical basis” of various functions such as reason, decision, judgment, planning, rational, as well as though and language. Also, “emotional contacts” and “sharing sensation” through experiences stimulate the development of an empathic brain in the prefrontal region and nurture the communication abilities with others.
Through many experiences, we would like the children to feel the “joy of challenging”, learn various “living knowledge”, and feel and acquire the basics of “self-controllability”, “problem solving skills” and “the joy and importance of empathizing with others” through shared experiences.
3 In order that is appropriate for early childhood [emphasizing the order]
In early childhood education, the order of importance is; first, “health”, the second, “stable emotions” and “development of social skills and living skills, and then “adding on the knowledge”.
In early childhood education, the base is their health but it is critical to remember the order of importance of the educational goal that (1) Independence with self-affirmation (2) The ability for self-fulfillment and problem solving (3) The ability to harmonize and communicate with others and (4) Fostering people who have an appropriate knowledge and education for bearing the future of a democratic society.
It is because without the foundation of health, stable emotions and developed social skills, it will lose balance and collapse even after adding on the knowledge.
This is proven by various neuroscience and psychological researches.
[6] About “Attitude Education”
At our school, the basic principle to nurture the children’s “basic attitude” is called “attitude education”
“Basic attitude” is the children’s attitude toward accomplishing things, the basic way of thinking (“code of thought” “code of behavior”) and standard for the “self-control”.
It is said that “people grow up to be someone who they think they are” so the results of psychology and brain nurturology point out that “what the though is like” is extremely important.
1 (1) What is important in children’s activity is not the simple result of “they did it or they could not do it”.
The important thing is the “attitude toward things and basic way of thinking (“code of thought” “code of behavior”)” displayed in series of children’s “shift in mind” when children are accomplishing things, and it is also related to the standard of “self-control”.
(2) In “Shisei Education”
As a general rule,
Teachers are teaching (children) the meanings, ways of thinking, and ways of learning instead of having them memorizing the knowledge.
Children are not memorizing the knowledge. They are learning the way of thinking and how to learn the knowledge (from the teachers).
And
Most of all, they are learning various “basic attitudes” for independence and future.
The teachers are always improving themselves, capture various opportunities with their cultural enrichment, learn the meaning of the “knowledge” and the way of learning with children, and think back to the “basic attitude” with children. Various induction and deduction through this process will assist children’s learning and make it certain.
The goal is to nurture the “humanity intelligence” such as “Independence with self-affirmation” “The ability for self-fulfillment and problem solving” and “The ability to harmonize and communicate with others” and its core is “the image of the future” and “future orientation”.
(3) For example, children think and feel “there are lots of exciting things every day”, “I am going to try hard”, “why”, “I am going to make it better”, “I can do it if I try hard”, “I have lots of great friends”, “yes”, and “I want to do more” through various activities. On the other hand, it is possible for them to think “I won’t try because I will fail” or “I won’t try anymore because it seems hard”.
We can see various sights of children toward problem solving when they are noticing a problem, thinking, innovating, overcoming, challenging again after failing, and cooperating with friends.
You can see the bottom line of children’s “attitudes and thoughts toward accomplishing things” in other words “basic attitude” as well as their “thought” and “feeling”.
This “basic attitude” brings out and controls children’s significant behaviors. Although it may be immature, it is an “effusion of personality” and the base of their “self-control”.
During early childhood which is the foundation of personality building, it is extremely important to nurture the “basic attitude” from the viewpoint of “educational goals” such as “independence with self-affirmation”, “the ability for self-fulfillment and problem solving” and “the ability to harmonize and communicate with others” with tenderness and patience while respecting children’s individualism.
2 “Attitude education” and “researches on brain development and early childhood education”.
The following information is verified from “researches on brain development and early childhood education”
“Prefrontal region” functions as “inter and intra brain control”. It does so by controlling their own inner-brain system mainly the working brain [noradrenalin neurons, working memory (brain function to select the most optimal behavior by analyzing various information and check it from their own experience in a split second while maintaining meaningful information temporarily)], as well as learning brain [dopamine neurons], and emotional brain [serotonin neurons] . It also appropriately control others inner brain system and control the intelligence called Human Quotient which increases the comprehensive fitness in a society mainly include “future oriented behavior” and “social relation skills”
What is “Future oriented behavior”
It is to have 【1】goal, foresight, and plan for the future 【2】high level of cognition (problem setting and solving skills) 【2】independence and creativity [experience of creative thought is called Aha! Experience] and 【4】appropriate amount of curiosity, inquiring mind, willpower, ability to concentrate, and attentiveness.
What is “Social Relation Skills”
It is to have; 【1】the ability to reason and to have self-control 【2】cooperativeness and empathy (gentleness and thoughtfulness), in other word, to have the ability to speculate others’ emotion and understand others’ feeling (theory of the mind) and the ability to speculate or judge the mental and norms that is shared by many (theory of the society) 【3】high language skill, in other words, to have the ability to negotiate or convince others.
Also, they are called GF (general fluid Intelligence). If GF is high, IQ and EQ are also high.
As it shows, “Human Quotient” is what controls children’s personality. Seeing it from the brain development process, “education during early childhood” when the flexibility of the brain function is large, has the most critical meaning.
In early childhood which is the foundation of personality building, it is extremely important to nurture the “basic attitude” with tenderness and patience. It builds a solid foundation for future growth for the children, as they say “as the boy, so is the man”.
[7] On「Partner Theory
The kindergarten and families are important partners in childrearing and early childhood education.
The following is the "basic attitude” toward the relationship between the kindergarten and the parents （families）.
1 The kindergarten and the families are important partners in childrearing and early childhood education.
In order for our aspired education to be practiced with results, it is critical that “homes” and “kindergarten”, where both are important places of activity for children, to aim for the common goal of healthy growth of the children, to share information, to understand each other with sufficient communication, to cooperate and improve each other, and to each share their appropriate role.
Therefore, it is essential for families and kindergarten to mutually understand, agree if possible, about “value standard” and “evaluation standard” about early childhood education so there is no variance in their ideas and children will not wonder about their judgments.
In the principle of “Shisei Education” we actively place all concerned parties as partners and emphasizes the “everyone’s growth” through education activities.
Education is give in an environment, and in the process of practice, it is optimal and most effective for everyone related to the education （mutually constructing the environment） to grow for the mutual growth.
（Please refer to the brochure “For the parents, who are important partners”）
2 Lifestyle Suggestion
The concept of “Shisei Education” is a lifestyle suggestion in education and learning.
Needless to say, the most important thing in education and its the desired human image and goal is “not only limited during the early childhood, but throughout their life” in core elements.
As it was mentioned previously, education is give in an environment, and in the process of practice, it is optimal and most effective for everyone related to the education （mutually constructing the environment） to grow for the mutual growth.
In “Shisei education” we actively place all concerned parities as “partners” and emphasizes their mutual growth. So for families with children, where they place the education in their home life is critical.
As it shows, “Shisei education” places the “education” as one of the “tools” “for everyone to have fun and grow, for self-fulfillment, and to maximize the happiness as a family” and for future oriented and proactive “family bond”. It is also a suggestion for a lifestyle in education and learning.