Tatiana Kiryanova
Early childhood education in Japan

1. System early childhood education in Japan.

At the heart of the modern concept Japanese early childhood education system lies the theory of early socialization of the individual, the idea that samples human behavior is laid at an early age. Trends in the formation of personality, which are formed in Japanese preschools, form the culture of everything Japanese society.

Let's turn to the history of the formation of the system. In the 70s of the XIX century. appeared in the country educational institutions for children preschool age. One of the first such institutions was a kindergarten at a teacher training school for girls in Tokyo, it was established in 1876 in accordance with European views on education. Gradually, the number of kindergartens in Japan increased, and in 1926 these institutions received state status. By the beginning of World War II, approximately 10% Japanese children attended kindergarten. In 1947, a law was passed on education, in which preschool educational institution has been defined as an integral part of a complete national educational structure. Development of standards has begun education for preschool children.

Japanese were among the first to start talking about the need for early development. More than half a century ago, the book "After three is too late" was published in the country, which made a revolution in Japanese pedagogy. Its author, Masaru Ibuka, is the director of the Talent Training organization and the founder of the world-famous Sony company. The book says that in the first three years of life, the foundations of a child's personality are laid. Young children learn everything much faster, and the task of parents is to create conditions in which the child can fully realize his abilities. Education should follow the following principles: stimulate cognition through arousing the interest of the baby, nurture character, promote the development of creativity and various skills. At the same time, the task is not to raise a genius, but to give the child such education so that "he has a deep mind and a healthy body, make him intelligent and kind."

Standards early childhood education in Japan subjected to regular revision and refinement in accordance with changing social requirements. The most significant changes were made to the standards preschool education in 1990. in connection with the next reform education in Japan. The new standards emphasize that preschool education is part of the national system education, the role of kindergartens in shaping the personality of a person is noted, it is indicated that each preschool educational the institution has its own and unique system of education.

the main goal preschool education, as defined in the state educational standards, is the creation of a child's living conditions that are most suitable for childhood, ensuring health, safety, development of social communication skills, speech, interest in the world around and creativity based on individual characteristics preschooler.

The standards establish five main areas that should be highlighted in the content of the work of each preschool:

Strengthening the physical and mental health of the child;

Formation of communication skills with other people;

Formation of knowledge about the world around;

Development of speech;

Development of creative abilities.

Currently, almost every child between the ages of three and six attends kindergarten, despite the fact that more than 90% Japanese women are housewives. Kindergarten in Japan does not perform the function of looking after and caring for the child while the mother is working, but the function of socializing the baby. It is generally accepted in society that a child can receive a full-fledged upbringing only in a team; moreover, from the level of prestige educational institution, which the child has visited since childhood, depends on the prestige of future employment.

Currently early childhood education in japan is optional, so more occurs variety and flexibility than on others educational levels. Kindergartens Japan divided into public and private. Hoikuen is a state nursery-garden, which accepts children from 3 months. It is open from 8 am to 6 pm and half day on Saturday. To put a child here, you need to justify this with very good reasons. In particular, bring documents that both parents work more than 4 hours a day. Children are placed here through the municipal department at the place of residence, and payment depends on the family income. State preschool institutions are funded by the government of the country, capital, city or prefecture.

Another type of kindergarten is etien. These gardens can be either public or private. Children are here for no more than 7 hours, usually from 9 am to 2 pm, and the mother works less than 4 hours a day. Private kindergartens, in addition to paying fees by parents (about 18,000-24,000 Japanese yen per year, or $150-200 per month, may be funded by private schools, religious, community organizations, or kindergarten owners.

A special place among private gardens is occupied by elite ones, which are under the tutelage of prestigious universities. If a child enters such a kindergarten, then you don't have to worry about his future.: after him, he enters the university school, and from it, without exams, to the University. A university degree is a guarantee of a prestigious and well-paid job. Therefore, it is very difficult to get into an elite kindergarten. For parents, the admission of a child to such an institution costs a lot of money, and the child himself must undergo a rather complicated test.

In addition to kindergartens, special playgrounds are being opened, where you can take your child for part of the day if necessary. Right now in Japan There are more than 15,000 public and private preschool institutions. More than half of kindergartens (about 64%) are private.

The academic year in kindergartens, as in others educational institutions, begins April 1 and ends March of the following year. On this day, in all educational institutions - from kindergarten to university - a solemn opening ceremony is held. And the director of the kindergarten greets his little pupils with exactly the same seriousness as the rector of the university - his students.

During the year, children go on vacation three times: summer holidays last from July 21 to August 31, winter - from December 21 to January 8, spring - from March 21 until the start of the new school year, April 6. During the holidays, small children can come to kindergarten to swim in the pool and talk a little about life with the teacher.

The occupancy of one kindergarten is approximately 135 people. Kindergartens are usually open from 9 am to 2 pm. Each institution has its own bus that brings children to kindergarten and, if necessary, takes them home.

In kindergarten, children only have breakfast. Usually the child eats food prepared by the mother at home and taken with her. In some cases, food can be prepared in the kindergarten's kitchen, but this is rare. Kitchens are adapted only for heating food.

To become a kindergarten teacher in Japan, you need to unlearn two years at an institute or university, the requirements for their preparation were determined by a special law back in 1949. Work as a teacher in Japan honorable, so even in preschool institutions, there are many male administrators and instructors. Note that before Japanese preschools, regardless of their level of subordination and form of ownership, the task of preparing children for schooling is not set, the majority preschool institutions do not teach children the basics of literacy. Japanese preschoolers much less time than their Russian or American peers spend in academic studies and much more time in the game. The assimilation of educational knowledge, skills and abilities will begin at the age of six at school. The most important feature of the initial education in Japan is a concept"kokoro", which can be translated as heart, soul, mind, mentality. "Kokoro"? it's a special idea education, which is not limited to knowledge and skills, but contributes to the formation of a person's character. The Japanese are convinced that the objective basis of the primary education is the enrichment of children "kokoro". As a result, the foundations for the formation of all aspects of the child's personality are laid, full-fledged moral, physical, cognitive, communicative and social development is ensured.

2. Personality formation preschooler in early childhood education in Japan

System early childhood education in Japan, in addition to spiritual, physical development preschoolers, is designed to solve the global problem of developing in children the skills of social behavior, communication skills with other people (how to look at the interlocutor, how to express yourself and take into account the opinions of peers, the system of collectivist values. Raising young children in Japan skillfully forms in the child the concept of human community, brings up a physically and mentally healthy person who knows how to work in a team, clearly following the instructions and not interfering with others. Children need to know that their own desires are secondary to the group.

Main problems preschool upbringing are considered the problems of developing the emotional sphere of the child, cultivating respect for the authority of elders, courtesy in behavior, and the ability to maintain social harmony. The child is brought up, first of all, such qualities as openness, receptivity and modesty. It is believed that these qualities cannot be brought up in the family and the necessary group communication skills can only be formed in kindergarten. A lot of time in kindergarten is devoted to the education of manners and acquaintance with the ritual side of life. Children must master many polite verbal formulas (by them japanese language is saturated like a wet sponge) and know where and when to apply them.

All classes in kindergarten are held with a small group of children (khan, which is the most important distinguishing feature of the organization early childhood education japan. The group is seen as a form of social control and organization. These groups have their own tables, their own names, chosen by the children themselves, which encourages them to make decisions, taking into account the wishes of all members of the group, and serve peculiar division for joint activities. Groups (6-8 people of both sexes) are formed not according to their abilities, but in accordance with what can make their activity effective.

Note that despite the commitment Japanese traditions, they do not have the concept of a children's team in our understanding. The composition of groups in kindergarten is not constant. Groups are re-formed every year. The same situation, by the way, and in elementary school: here the composition of the classes is shuffled every two years, and the teacher changes every year. The constant change of the children's composition is associated with an attempt to provide the kids with the widest possible opportunities for socialization. If a child does not develop relationships in this particular group, it is possible that he will acquire friends among other children. Educators are changed so that children do not get used to them too much. Strong attachments, believe Japanese, give rise to too strong dependence of children on their mentors, and the latter are burdened with too serious responsibility for the fate of children.

Content education in Japanese kindergartens reflects national traditions. We have already mentioned above that the standards education emphasize the uniqueness of each preschool. So, in the kindergarten of Hiroshima Prefecture - Higashi, the child-rearing program is based on the allocation of four seasons, which are well expressed in the climate. Japan. The content of classes and games for children is seasonal. Let's give examples of games by seasons.

Summer:

games with natural materials (sand, earth, bones, water, clay, etc.)- aimed at developing the mental and creative abilities of children;

coloring games (stripes, rugs, etc.)- aimed at developing color perception and creativity imagination;

gardening games (planting and caring for flowers, vegetables, fruit trees)- aimed at the development of observation, the ability to predict the result of activity and correlate it with the efforts expended;

water games (splashing, splashing, bathing, in other games)- contribute to the formation of the health and openness of the child in their judgments;

building games and material handling(recommended to use wood)- aimed at the formation of creative potential, labor skills and skills of interaction with peers.

Autumn:

holiday games (with balloons, territory decoration)- aimed at educating the "excitement of the soul";

sport games (competitions between children, children with caregivers)- educate physical culture, the desire to achieve results;

creative games ( image the world around with the help of various natural materials) - introduce children to the world around them, form a love for their native nature;

music lessons (singing, playing simple musical instruments, dancing)- aimed at the formation of aesthetic feelings of children.

Winter:

New Year's holiday (baking a New Year's rice cake, flying kites, playing with rackets) - form knowledge of national traditions and love for the motherland;

drawing ( image of events and things that surprised and impressed the child) - forms a careful attitude to national traditions and the desire to preserve them;

animal and plant care (for small pets, birds, fish)- forms the ability to observe the life of animals, good habits of caring for the living world;

building snowmen and snow houses - teaches you to communicate with other children and follow the rules when communicating.

Spring:

excursions (over the mountains, across the fields, to the rivers and to the sea)- observing the awakening of nature outside the boundaries of the classroom forms love for the motherland, observation, ingenuity and a desire for self-expression.

As can be seen from the contents of the recommended games, selected in accordance with the principle naturalness" implementation educational process, they are aimed not only at the education of "kokoro", but also at improving the physical development and maintaining the health of the child. And the health of children in Japanmuch attention is given: each educational institution has a whole team of medical workers - a doctor, a nurse, a dentist, a pharmacist, a health curator. teachers early childhood education that their main task is not to nurse children, but to prepare them for school strong, hardy and patient, if the child is healthy, then he will be able to learn counting and literacy at school, but if there is no health, then "school is unlikely to help" .

The activities organized by the teacher also differ from the practice of European and American kindergartens.: the main task Japanese Kindergarten - Not Educational,and educational: to teach the child to behave in a team. In later life, he will have to constantly be in some kind of group, and this skill will be necessary. Any activity organized by the educator, has a clear purpose: the movement is aimed at developing coordination; music - for the development of rhythm, auditory memory and counting skills; story - for the enrichment of vocabulary and language development.

Choral singing plays an important role in the education system. Select co-list, by Japanese performances, non-pedagogical. And singing in a choir helps to cultivate a sense of unity with the team. After singing comes the turn of sports games: relay races, tags, catch-ups. It is interesting that teachers, regardless of age, participate in these games on an equal basis with children. Much attention is paid to applied art: drawing, applications, origami, oyatiro (weaving patterns from a thin rope stretched over fingers). These activities develop fine motor skills, which are necessary for writing hieroglyphs.

An important role is given to physical activity - ball games, running, dancing, etc. At the same time, the activities organized by the teacher are always somehow connected with the request that comes from the child. So, S. Taylor in a kindergarten in the city of Kawasaki saw how the boys in the corridor kicked the lids of cans. Noticing this, many children began to look for covers and imitate their actions. Instead of stopping this behavior, the teacher invited the children to draw caps, discuss the differences between them, and come up with games with caps.

Approximately once a month, the entire kindergarten goes on a full-day hike around the neighborhood. Locations may vary.: nearest mountain, zoo, botanical garden. In such trips, children not only learn something new, but also learn to be hardy, to endure difficulties.

In the gardens there is also an obvious focus on the child getting a real experience of interacting with the world. So, for example, in one of the Tokyo kindergartens, children (from the age of five) regularly create outdoor structures on their own (houses for the playground, boats, etc.). For this purpose, they are given construction tools and materials. The children are given a specific problem situation and the kids are happy to start solving it. During the construction process, they understand that to paint the roof of the house you need to stand on a chair, and one nail is not enough to properly fasten the plank. On the parent assembly the director of the kindergarten warns parents that teachers will monitor the implementation of the children's implementation of this project, but most likely it will not be possible to avoid injuries; however, in his opinion, it is important for a child to learn to appreciate the danger when working with tools, otherwise he will never be able to treat them appropriately way.

IN Japan do not compare children with each other. The teacher will never mark the best and scold the worst, will not tell parents that their child draws poorly or runs best of all. It is not customary to single someone out. The morning in kindergarten begins with the fact that the teacher discusses with the group the main topic of the day and the upcoming classes. During group classes, the educator educates children in speech behavior skills (teaches them to look at the interlocutor, listen carefully, planning skills in the group (divide the plasticine so that everyone has enough; take into account the opinions of other participants in the classes so that there are no conflicts).

The concept of controlling children's behavior is interesting. The behavior of the child is regulated by influencing feelings, emotions. IN Japanese In ethnic culture, it is believed that children are incapable of doing premeditated bad deeds. Adults tend not to confront children in case of conflict situations, the expression of dissatisfaction is expressed by the elders only in an indirect form. Great efforts are being made by educators to ensure that the norms of behavior appear in children in a natural way.

Children are taught to analyze the conflicts that have arisen in games. At the same time, one should try to avoid rivalry, since the victory of one may mean the "loss of face" of the other. The most productive conflict resolution, according to Japanese, is a compromise. Even in the ancient Constitution Japan was recorded that the main advantage of a citizen is the ability to avoid contradictions. It is not customary to interfere in quarrels of children. It is believed that this prevents them from learning to live in a team.

Often the educator ignores the violations of the children's behavior. Instead of direct intervention, the teacher sends other children sort out with a problem that has arisen, and he himself is in the shadows, despite screaming, crying or inflicted bodily harm. Moreover, it is not customary to discuss the problems of behavior that have arisen with the parents of the child, and the parents will never complain to the teacher about the difficulties that arise. Japanese parents and educators do not make clear and fixed requirements for children, and also do not force children to follow the rules, meeting their resistance. All conflict situations are certainly discussed in the children's environment, and then the inevitable prohibitions and restrictions take on the meaning of their own decisions for children.

One of the techniques of working with children is reflection, or introspection of behavior. ("hansei"). This technique is used both at home and in preschools in Japan. In fact, "hansei" consists in the fact that an adult, together with a child, analyzes his behavior in order to change it. A similar technique can be illustrated by the situation observed by S. Taylor: "A four-year-old kid came to a new kindergarten for him. After a while, he stood at the box and cried. It turned out that his toy was missing. The teacher approached him to find out what was wrong. Suspecting the incident, two guys who were standing nearby, she asked them:

Is Kazuki (boy's name) asked to hide his toy?

Maybe you would be pleased if someone hid your things?

Kazuki is a newbie. He is crying. Think about how you can make it better.

We'll give him the toy and let's go play with him."

Such a technique is used by educators constantly and due to being woven into the life of the child, allows him to quickly reorient himself from his own egocentric interests and learn to take into account the needs and interests of other people. As a result Japanese the child grows up calm, obedient and focused on life in a group, but at the same time he develops an active life position. A high level of self-discipline and mindfulness is built into preschool childhood and is the most important achievement Japanese educational system.

The pedagogical foundations for the formation of the personality of children, formed in kindergarten, at school, allow the teacher to practically not waste time on imposing discipline and organizing the behavior of students, all the time and attention is given to the assimilation of new knowledge. This phenomenon Japaneseeducation has long found scientific confirmation in pedagogy: It has been proven that children learn the rules better when they receive the least external coercive influence in the process of mastering these rules.

So way, raising young children in Japan It is aimed at forming in the child the concept of human community, strengthening his physical and mental health, preparing a person who knows how to work in a team, clearly following the instructions and not interfering with others.

Near the capital of Japan, Tokyo, there is a Fuji kindergarten, which can be safely called one of the best in the world. The absence of walls and the presence of a large area where you can climb and run, make it a favorite place for children to stay.

Tokyo-based Tezuka Architects, who designed this masterpiece, tried to find universal things that absolutely all children like. Not surprisingly, the result is a kindergarten that is more like an entertainment venue than an educational institution.

In shape, it resembles an oval, with a large lawn in the center. As soon as the kids get on the roof, they then begin to run in circles.

The education system here is based on the Montessori methodology, which is based on supporting the child in his natural development, directing his actions, and not prohibiting everything in a row. Here, kids are allowed to run a lot, move, and even fill their own bruises and bumps.

Instead of the lower section of the stairs leading from the roof, the architect proposed to build a mound of earth so that children could play and slide down it.

The building was built around growing trees and, in order to protect children from falling, the designers had to pull special hammocks there. This place has become one of the favorite play areas for children.

Every month, teachers and children rearrange the classrooms. Even ordinary stools perform a game function here. They are made of very light and soft wood, which is very hard to hurt yourself.

The sinks are made in such a way that they allow children to communicate with each other even while washing.

There is even a special area where children can practice tree climbing.

In this kindergarten, children can be outdoors for as long as the weather permits. There are no partitions between classrooms in the building, as children are more comfortable surrounded by background noise. If the child does not want to be in the classroom, he can leave. Usually, having made a circle around the territory, he himself returns back to the classroom.

Good afternoon friends!

Today we will talk about preschool education in Japan. You can often find information about the unique Japanese method of raising children, and as an argument, a quote is given as an example: "up to 5 years, the child is king, from 5 to 15 - a slave, and after 15 - an equal." Other peoples have different interpretations of this statement. Of course, this philosophical statement should not be taken literally. But really, the life of a child is divided into several periods, and the first is when the baby is admired, cherished, pampered. With age, in addition to pleasures, the child acquires responsibility for his actions and a number of duties, having reached a certain stage of growing up, yesterday's child becomes a full and equal member of society. All this is harmoniously and consistently traced in the education system of children in Japan.

The history of the development of the education system, including preschool, is rooted in the Meiji era. In 1876, the first kindergarten for wealthy families was opened in Japan. Kindergartens were called upon to create an environment of interaction that would contribute to the mental and physical development of children, and although the role of the mother in raising children is universal, the communication of children of the same age, including communication with the teacher, joint play and joint work contributes to the healthy and harmonious development of the child, which cannot be obtained at home. Pre-school education at the state level became widespread only after 1961. Today, almost every Japanese child attends a kindergarten or childcare center.

Japanese society is characterized by kindness and love for children, the main and main source of such love is a woman. Until recently, in the Japanese family, a woman was considered the guardian of the hearth, a caring wife and a loving mother, whose duties included the harmonious upbringing of a child. Recently, the situation has changed, the Japanese are getting married later and more and more often a woman wants or is forced to work. Nevertheless, the majority of Japanese mothers raise children up to 3 years of age at home and then send the child to a kindergarten for so-called socialization. What are the types of preschool institutions in Japan, we will consider below.

Preschool education in Japan is presented as follows:

nurseries, child care centers (保育所) hoikuen,
kindergartens (幼稚園) yōchien,
special institutions for the disabled (特別支援学校)

Despite the fact that pre-school education is not compulsory, nevertheless, kindergartens and nurseries are in great demand and, as a rule, in order to arrange a child in a kindergarten, you need to think about it in advance. On average, 25,000 children are on the waiting list for a place in a kindergarten.

In a kindergarten in Japan, a child can be identified from the age of three or, more often, from four, the duration of preschool education is 3 years, then the child enters elementary school.

IN nursery (child care center) p a baby can be arranged from three months, but this event is very unpopular among the Japanese, since a woman who sent a child to a nursery at such an early age should have serious arguments. And such a woman from the side of society does not look like a good enough mother, and the opinion of the people around her is decisive for the Japanese. Nurseries in Japan only accept children from working parents. To do this, certificates must be submitted to the municipality stating that the parents are working and that there are no other family members who can take care of the child. Nurseries are designed to look after children, their activities do not include educational programs and, accordingly, they are subordinate to the Ministry of Health, Labor and Welfare, and not to the Ministry of Education, Culture, Sports, Science and Technology, like all educational institutions.

The issue of placing a child in a preschool institution is decided by the municipality, regardless of the type of institution (public or private). By contacting the mayor's office, parents receive an atlas of kindergartens (nursery), with a location map, with data on the number of places in a preschool institution. Previously, parents can visit the kindergarten, chat with the staff and choose the kindergarten they like, but the final word will remain with the municipality, if there are vacant places, the parent receives permission to enroll in a kindergarten (nursery). You can arrange a child in a kindergarten at any time of the year, but from April 1, there are much more such places due to the fact that the school year begins and some preschool graduates go to primary school.

The next question parents face is which kindergarten to place their child in?

The preschool education system in Japan includes the following types of institutions:

state, prefectural, municipal
private

There are also kindergartens at schools and universities. That is, starting from the kindergarten age for the child, his further education is already determined. Such specialized kindergartens give an advantage for admission to the appropriate prestigious school and further to the university.

In order to form a successful future child, parents adhere to a consistent policy in choosing preschool and educational institutions, this begins with the placement of the child in a prestigious kindergarten, then in the best primary, in secondary, and so on until the child grows up. In order for the child to end up with a decent profession and an appropriate salary, parents are forced to invest a lot of money in education almost from the very birth.

If for some reason the family does not send the child to kindergarten, then the mother herself must teach him everything that is required for admission to school.

More than 80% of the pre-school education system in Japan is made up of private kindergartens and childcare centers.

There is no big difference between public and private preschool education in Japan. The system and approach to the educational process is based on the same principles in accordance with the 2006 Basic Law on Education. Also, payment for the maintenance of a child in a kindergarten of state or private ownership depends only on the income of the parents - the higher the family income, the higher the fee for kindergarten. On average, payment ranges from $100 for low-income families to $500 for wealthy families. For nurseries (care centers), the age of the child also matters, the younger the child, the higher the cost. But still, the payment for a private garden is higher and, in addition to the monthly payment, includes an entrance fee, which can reach up to $ 1,000.

You will also have to pay for the form, which is mandatory in all kindergartens. Each kindergarten has its own uniform: the same pants, skirts, blouses, shirts, hats and satchels. Wearing the uniform is mandatory.

The quality of upbringing and maintenance of a child in a preschool institution to a greater extent depends not on whether a private kindergarten or a public one, but on a particular kindergarten, the area in which it is located and the teaching staff. The occupancy of groups is also very different and ranges from 8 to 30-40 people.

The opening hours of preschool institutions in Japan are different, for example, gstate kindergartens there are two types - a full-day kindergarten, the working hours of such a kindergarten are daily plus Saturday (part-time). In such a kindergarten, a child can be accepted if both parents work more than 4 hours a day. The morning in the gardens, as a rule, starts at 8 o'clock, you can pick up the child at any time until 5 o'clock, for an additional fee, the child can be looked after until 7 o'clock in the evening. And the second kind of kindergarten, a garden where children are accepted for half a day. In the event of unforeseen situations, such as the announcement of a storm warning, parents are required to pick up their children from preschool.

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In kindergartens, the involvement of parents in the educational process is very high. For our citizens, who are used to sending their children to kindergarten early in the morning and picking them up after work, it is very unusual and difficult to get used to the working hours of kindergartens in Japan, since the constant presence and active participation of parents is required in the process of raising children. A child without a parent is no more than two, maximum four hours. At the same time, education is carried out not only for children, but also for parents.

In the nursery, keeping notebooks is practiced, in which the teacher makes notes about the child’s activities during the day: how he slept, ate, how he felt, and so on, a response is also expected from the parent. Teachers and parents record interesting observations and their opinions about the upbringing of a particular child. The whole process of raising children is built on close cooperation between the teacher and the parent. But it should be noted that the teacher (educator) in this process is the leading party. He can point out the shortcomings and omissions that, in his opinion, parents make in raising children, and his words should not only be taken into account, but are a guide to action. The teaching staff of preschool institutions trains parents in the methods of raising children, parent meetings are held regularly. Mothers of children, as a rule, often communicate with each other, create "mom" committees to resolve various issues, attend sports days, observation days and other events organized in children's institutions.

But first of all, the preschool education of Japanese children begins at home, it is the parents who instill in their children a certain manner of behavior, with their actions and deeds they teach children kindness, politeness, responsiveness and independence. The emotional connection of the child with the mother is very high and losing the good disposition of the mother is more terrible for him than any punishment. In Japanese families, as a rule, the child is never punished and the word no is said, instead, the phrase may sound that the child’s actions may upset mom, dad or someone else, the expression is also used for educational purposes that the child’s actions may not please someone. This someone is invisibly nearby throughout the life of a Japanese, and public opinion is very important for a Japanese.

The foundations of upbringing, laid down in the family, develop in the conditions of collective cooperation of children. The teacher, teaching children how to interact, creates small groups - khan, in these groups children learn communication skills and independence. Children are taught to express their opinion while listening and taking into account the opinions of other group members, the children themselves create comfort and order in their groups, clean, care for flowers, even cook their own dinner. In this way, children are taught group behavior. In the event of a quarrel or fight between group members, the teacher is in no hurry to intervene, as he believes that the child himself must learn to resolve conflicts and this will help him become stronger.

In the process of preschool education, there is a constant change of groups and educators. This is necessary so that the child does not get used to one people, to one environment, but learns to live in society. Children in kindergartens learn to write, read, but the most important thing in attending kindergarten is the socialization of the child. He is taught to live in a group, to live in the interests of the group.

Pre-school education in Japan includes five areas:

social relations
health, safety
Environment
expression of feelings

Thanks to the principles of such a state policy in the field of preschool and school education, sports and hardening skills are instilled in Japanese children. Often on the Japanese streets you can meet a baby in the month of October in a garden uniform in short shorts, children are walking barefoot in the cold season. Children are taught to communicate in the family and in society, to be self-sufficient and develop new skills in themselves by studying folk tales and reading books, children are taught about language and culture. The principles of preschool education in Japan are designed to grow up a healthy, independent, comprehensively developed, knowledgeable and loving member of society for their culture and country.

Educational programs are also provided in kindergartens, in addition to writing and reading, singing is taught, sports competitions are held, and trips are regularly organized. But with all this, all these activities are carried out with the aim of developing a sense of collectivism in the child. If you sing - then in chorus, solo singing is categorically not welcome, if competitions are held, then everyone or a group wins, but in no case a specific child.

Regular collective hikes for the whole day are held in order to develop endurance and explore your region. Japanese children are very sensitive and love nature. This is probably why trees, natural phenomena and others are so popular in Japan. The children, who from childhood were instilled with a love of beauty and taught to understand nature, carry it through their whole lives.

With all the positive aspects of raising children in Japan, there is a widespread opinion outside the country that the Japanese have an overly instilled sense of collectivism, which erases their individuality. A person who shows his individuality is not very welcome in Japanese society. This does not mean that in Japan everyone is as one and does not “stick out”, no, you just have to look at the photographs of young people and you can see that they are quite bright and liberated young people, but they live and position themselves in groups and this is a certain stage of their growing up. After graduating from institutions, bright and extraordinary youth joins the ranks of law-abiding and hardworking citizens of Japan.

How children are brought up in Japan can be read in the book. This, one might say, is a practical guide to instilling the necessary skills in a child at a certain age. The book will be of interest to both young mothers and just people who are interested in Japanese culture.

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Japan, modeling, a set of toys for the kitchen (material - wood), cost - 3641.99 rubles.

Modeling, doctor's first aid kit (material - wood), cost - 2212.88 rubles.

Modeling, kitchen, ice cream pyramid (material - wood), cost - 1643.42 rubles.

Cake decoration toy (material - wood), cost - 1820.69 rubles.

test

1. The system of early childhood education in Japan

At the heart of the modern concept of the Japanese system of preschool education is the theory of early socialization of the individual, the idea that patterns of human behavior are laid at an early age. The tendencies of the formation of the personality, which are taking shape in Japanese preschool institutions, form the culture of the entire Japanese society.

Let us turn to the history of the formation of the preschool education system in Japan. In the 70s of the XIX century. educational institutions for preschool children began to appear in the country. One of the first such institutions was a kindergarten at a teacher's school for girls in Tokyo, it was established in 1876 in accordance with European views on education. Gradually, the number of kindergartens in Japan increased, and in 1926 these institutions received state status. By the start of World War II, approximately 10% of Japanese children were attending kindergartens. In 1947, an education law was passed that defined the pre-school educational institution as an integral part of the overall national educational structure. The development of education standards for preschool children has begun.

The Japanese were among the first to start talking about the need for early development. More than half a century ago, the book "After three it's too late" was published in the country, which made a revolution in Japanese pedagogy. Its author, Masaru Ibuka, is the director of the Talent Training organization and the founder of the world-famous Sony company. The book says that in the first three years of life, the foundations of a child's personality are laid. Young children learn everything much faster, and the task of parents is to create conditions in which the child can fully realize his abilities. In upbringing, it is necessary to follow the following principles: to stimulate cognition through arousing the interest of the baby, to educate character, to promote the development of creativity and various skills. At the same time, the task is not to raise a genius, but to give the child such an education that "he has a deep mind and a healthy body, to make him intelligent and kind."

Preschool education standards in Japan have been subject to regular revision and refinement in accordance with changing social requirements. The most significant changes were made to the standards of preschool education in 1990 in connection with another education reform in Japan. The new standards emphasize that preschool education is part of the national education system, the role of kindergartens in the formation of a person's personality is noted, it is indicated that each preschool educational institution has its own and unique system of education.

The main goal of preschool education, as defined in state educational standards, is the creation of a child's living conditions that are most suitable for childhood, ensuring health, safety, development of social communication skills, speech, interest in the world around and creative potential based on the individual characteristics of a preschooler.

The standards establish five main areas that should be highlighted in the content of the work of each preschool institution:

strengthening the physical and mental health of the child;

formation of communication skills with other people;

formation of knowledge about the world around;

speech development;

development of creative abilities.

Nowadays, almost every child between the ages of three and six attends kindergarten, despite the fact that more than 90% of Japanese women are housewives. Kindergarten in Japan does not perform the function of looking after and caring for the child while the mother is working, but the function of socializing the baby. It is generally accepted in society that a child can receive a full-fledged upbringing only in a team; moreover, the prestige of the future employment depends on the level of prestige of the educational institution that the child has attended since childhood.

Currently, pre-school education in Japan is not compulsory, so there is more variety and flexibility than at other educational levels. Kindergartens in Japan are divided into public and private. Hoikuen is a state nursery-garden, which accepts children from 3 months. It is open from 8 am to 6 pm and half day on Saturday. To put a child here, you need to justify this with very good reasons. In particular, bring documents that both parents work more than 4 hours a day. Children are placed here through the municipal department at the place of residence, and payment depends on the family income. Public preschools are funded by the government of the country, capital, city, or prefecture.

Another type of kindergarten is etien. These gardens can be either public or private. Children are here for no more than 7 hours, usually from 9 am to 2 pm, and the mother works less than 4 hours a day. Private kindergartens, in addition to paying a fee by parents (about 18,000-24,000 Japanese yen per year, or $ 150-200 per month), can be funded by private schools, religious, public organizations or kindergarten owners.

A special place among private gardens is occupied by elite ones, which are under the tutelage of prestigious universities. If a child enters such a kindergarten, then there is no need to worry about his future: after him he enters a university school, and from there, without exams, to the University. A university degree is a guarantee of a prestigious and well-paid job. Therefore, it is very difficult to get into an elite kindergarten. For parents, the admission of a child to such an institution costs a lot of money, and the child himself must undergo a rather complicated test.

In addition to kindergartens, special playgrounds are being opened, where you can take your child for part of the day if necessary. There are now more than 15,000 public and private preschools in Japan. More than half of kindergartens (about 64%) are private.

The academic year in kindergartens, as in other educational institutions, begins on April 1 and ends in March of the following year. On this day, in all educational institutions - from kindergarten to university - a solemn opening ceremony is held. And the director of the kindergarten greets his little pupils with exactly the same seriousness as the rector of the university - his students.

During the year, children go on vacation three times: summer vacation lasts from July 21 to August 31, winter - from December 21 to January 8, spring - from March 21 until the start of the new school year, April 6. During the holidays, small children can come to kindergarten to swim in the pool and talk a little about life with the teacher.

To become a kindergarten teacher in Japan, you need to study for two years at an institute or university, the requirements for their preparation were determined by a special law back in 1949. It is an honor to work as a teacher in Japan, so even in preschool institutions there are many male administrators and instructors. It should be noted that preschool institutions in Japan, regardless of their level of subordination and form of ownership, are not tasked with preparing children for schooling, most preschool institutions do not teach children the basics of literacy. Japanese preschoolers spend much less time than their Russian or American counterparts in academic studies and much more time in games. The assimilation of educational knowledge, skills and abilities will begin at the age of six at school. The most important feature of primary education in Japan is the concept of "kokoro", which can be translated as heart, soul, mind, mentality. "Kokoro"? this is a special idea of education, which is not limited to knowledge and skills, but contributes to the formation of a person's character. The Japanese are convinced that the objective basis of primary education is the enrichment of children "kokoro". As a result, the foundations for the formation of all aspects of the child's personality are laid, full-fledged moral, physical, cognitive, communicative and social development is ensured.

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abstract

Topic:Theme "Experience of organizing preschool education in Japan"

Performed:

caregiver

Chistyakova Daria Vladimirovna

Place of employment: Regional Children's Sanatorium for Tuberculosis Patients No. 4, Perm Territory, Berezniki

Plan:

Introduction …………………………………………………………………………….3

The relationship of preschool education with the general education system in the country.................................................................. ..........................................4

Types of preschool institutions……………………………………………..6

The purpose and basic principles of educating preschool children ... .7

Availability of programs………………………………………………………………8

Organization of the pedagogical process in the preschool educational institution……………………………9

Interaction of a kindergarten with a family…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Training of teaching staff………………………………………..13

Actual problems of preschool education……………………….14

Conclusion………………………………………………………………………… 15

References…………………………………………………………….16

Introduction:

One of the driving forces of progress in any field of human activity is the synthesis of accumulated world experience.

In our country, close attention is currently focused on the organization of preschool education, on the creation of projects that provide conditions for high-quality preschool education. This is due to the introduction into practice of the standard of preschool education, which has become the first stage of education. The federal state standard for preschool education emphasizes the inherent value of preschool childhood, the need to create conditions for the disclosure of the potential strengths and capabilities of each child.

Therefore, the study and analysis of the development of education abroad is becoming increasingly important. Great pedagogical potential is contained in the systems of preschool education in Japan, which has its own history and traditions. For example, everyone is struck by the organization of preschoolers in a Japanese kindergarten. Questions immediately arise: “What methods, methods are used to achieve this?”

1. The relationship of preschool education with the general education system in the country

Researchers of Japanese education (N. P. Dronishinets, Z. A. Malkova, R. Benedict, S. Lewis, L. Peak and others) emphasize that education has played and continues to play an exceptionally important role in the socio-economic development of Japan. "Education will save our country" is the motto of every Japanese.

Educational institutions for preschool children began to appear in the 70s of the 19th century. One of the first such institutions was a kindergarten at a teacher's college for girls in Tokyo, it was established in 1876 in accordance with European views on education.

In general, education in Japan is structured as follows: 6 years in elementary school, 3 years in high school, and the same amount in advanced high school. Then 4 years at the university.

The first 9 years of study are compulsory. In addition, in the country

there is a system of nurseries and kindergartens.

All components of the educational system (preschool, school, as well as higher education) are interconnected and subject to a single goal - to convey to the younger generation the traditional moral and cultural values of modern Japanese society (collectivism, respect for man and nature, the desire for maximum creative dedication)

In 1947, an education law was passed that defined the pre-school educational institution as an integral part of the overall national educational structure. The development of education standards for preschool children has begun.

In childhood, the child's ability to communicate with other people is laid, and this is very important in Japanese society, oriented towards the values of the team [ 5 ].

2. Types of preschool institutions

Pre-schools include kindergartens, day care centers and institutions for children with developmental disabilities.

Kindergartens in Japan are divided into public and private. "Hoikuen" - a state nursery-garden, which accepts children from 3 months. It is open from 8 am to 6 pm and half day on Saturday. To put a child here, you need to justify this with very good reasons. In particular, bring documents that both parents work more than 4 hours a day. Children are placed here through the municipal department at the place of residence, and payment depends on the family income. Public preschools are funded by the government of the country, capital, city, or prefecture.

Another type of kindergarten is "etien". These gardens can be either public or private. Children are here for no more than 7 hours, usually from 9 am to 2 pm, and the mother works less than 4 hours a day.

A university degree is a guarantee of a prestigious and well-paid job. Therefore, it is very difficult to get into an elite kindergarten.

For parents, the admission of a child to such an institution costs a lot of money, and the child himself must undergo a rather complicated test.

In addition to kindergartens, special playgrounds are being opened, where you can take your child for part of the day if necessary.

There are now more than 15,000 public and private preschools in Japan. More than half of kindergartens (about 64%) are private.

3. The purpose and basic principles of educating preschool children.

The main goal of the kindergarten is "the mental development of children, strengthening their physical health, providing a favorable environment in which children can feel comfortable, safe, and which would contribute to the full disclosure of their individual abilities." This is the common goal that is set for all kindergartens in the country (the All-Japan Center for Coordinating the Activities of Preschool Pedagogy is developing the educational doctrine of preschoolers in Japan). This common goal, in turn, breaks down into quite specific tasks that mentors face in the upbringing of children of a certain age.

The activities organized by the teacher also differ from the practice of European and American kindergartens: the main task of the Japanese kindergarten is not educational, but educational: to teach the child to behave in a team.

There are educational programs in kindergartens in Russia and all educators conduct classes, teaching kids to read, write, and math.

This is not the case in Japanese kindergartens. The main focus is on education. By the end of kindergarten, a small Japanese child should recognize himself as a member of a group, behave like a member of a group, be attentive to others and be able to listen to them, be able to answer questions in detail and participate in group activities. The main phrase of Japanese educators is translated into Russian as: "Please be persistent in your efforts."

4. Availability of programs

There is no educational methodology in Japanese kindergartens. There is an annual plan of events around which the life of the kindergarten revolves.

Pre-school education in Japan includes five areas: social relations, health, safety, language, environment, expression of feelings. Children are taught to communicate, be self-sufficient and develop new skills in themselves by studying folk tales and reading books, children are taught about language and culture. Educational programs are also provided in kindergartens: children are taught to read, count, write, that is, they are prepared for school. There are no special classes for the development of speech, but children are taught to use polite speech formulas - greetings, farewells, thanks, encouragement. Much attention is paid to applied art: drawing, appliqué, origami, oyatiro (weaving patterns from a thin rope stretched over fingers). These classes perfectly develop fine motor skills, which are necessary for schoolchildren to write hieroglyphs.

In addition, they are taught to sing, sports competitions are held, and trips are regularly arranged. Choral singing plays an important role in the education system. To single out a soloist, according to Japanese ideas, is non-pedagogical. And singing in a choir helps to cultivate a sense of unity with the team. After singing, it is the turn of sports games: relay races, tags, catch-ups. .

5. Organization of the pedagogical process in the preschool educational institution

The academic year in kindergartens, as in other educational institutions, begins in April and ends in March of the following year.

During the year, children go on vacation three times: summer vacation lasts from July 21 to August 31, winter - from December 21 to January 8, spring - from March 21 until the start of the new school year, April 6. The occupancy of one kindergarten is approximately 135 people. Kindergarten opens at 7:00. In the morning all the children play freely. At 9.30 a.m. the song “Put everything back in place” is played, encouraging children to collect toys. Then the children go outside and do exercises for 10 minutes to cheerful music.
The song “All in their groups” is heard, and the children run back to the groups. The attendants lead the children in a round dance to the morning song.
Children are counted. Then, together with them, find out what time of year it is. After that, a half-hour lesson is held: the children complete the task of the teacher in the workbook for counting objects and coloring.

Under the completed task, the teacher attaches a self-adhesive picture.
As soon as one or another child has completed the task, he can join the playing comrades. 20 minutes are allotted for games.
Then the children prepare for the meal - they take out boxes of breakfast brought from home, take cups and napkins. They start eating after the collective performance of the song. Breakfast takes 10 to 45 minutes.

After eating, each child collects a napkin, chopsticks, a box and wraps them in a rag that he brings from home.
It's time for gaming again. This time the children are working with

pictures and cards to help you learn to read and write. The teacher at this time sweeps under the tables, and then announces that it is time to clean up the toys.
When the toys are removed, everyone sits down at the tables and sings a thank you song, and then listen to the music played by the teacher.
After a musical break - an origami lesson. It lasts approximately 30 minutes. In the course of folding the sheet, the teacher introduces the pupils to some geometric concepts and shapes (rectangle, square, triangle, rhombus). All figures are corrected and adjusted to make the craft neat.
Children take the made paper toys and run outside to play in the area.
After the walk, the teacher tells a story and shows the children large pictures. The song is played again, and everyone starts to have an afternoon snack.
Then the children sing a farewell song to the teacher and go for a walk again. During the walk, parents come for them (from 16.30 to 18.00).

6. Interaction of the kindergarten with the family

The involvement of parents in the educational process in kindergartens is very high. In Japan, in the process of raising children, the constant presence and active participation of parents is required. A child without a parent is no more than two, maximum four hours. At the same time, education is carried out not only for children, but also for parents. In the nursery, keeping notebooks is practiced, in which the teacher makes notes about the child’s activities during the day: how he slept, ate, how he felt, and so on, a response is also expected from the parent. Teachers and parents record interesting observations and their opinions about the upbringing of a particular child.

The whole process of raising children is built on close cooperation between the teacher and the parent. At the same time, the educator is the leading party, he can point out the shortcomings and omissions that, in his opinion, parents allow in raising children and his words should not only be taken into account, but are a guide to action. The teaching staff of preschool institutions trains parents in the methods of raising children, parent meetings are held regularly.

Mothers of children, as a rule, often communicate with each other, create "mom" committees to resolve various issues, attend sports days, observation days and other events [2, c. 178].

7. Training of teaching staff

Preparation of educators for work in kindergartens is stepwise; Diplomas have different value and duration. Ideally, educators have a university education (the requirements for their training were defined by a special law as early as 1949). Qualification is assigned based on the results of written testing. With the help of tests, awareness and memory are checked. It is an honor to work as a teacher in Japan, so there are many male administrators and instructors in preschool institutions.

Kindergarten teachers are mostly young unmarried women. And the director of the garden is usually a man.

Along with the performance of their daily duties, kindergarten teachers should implement additional programs: children are taught the rules of behavior on the road and safe behavior, organize excursions, sports competitions, including swimming, traditional Japanese exercises in literary creativity, hikes for older people.

8. Actual problems of preschool education.

At the moment, Japanese preschool education is not without controversy and controversy. As the first problem, one can point to the disagreement of the majority of parents and teachers with the strengthening of the private sector in preschool education, since this leads to a decrease in the quality of educational programs. The second problem is the increasing role of children's academic success (despite the declared social orientation of preschool education) - a number of prestigious kindergartens accept only one out of five three-year-old children on the basis of competitive selection. As a result, institutions have emerged in Japan that specialize in preparing two-year-olds for kindergarten.

Thus, we see that in Japanese preschool education there are trends similar to our education. For example, both in Japanese preschool institutions and in ours, the teacher is forced to balance between the need to prepare children for school and the child's ability to fully live preschool childhood. However, there are also certain differences. First of all, they concern the attitude of teachers to the aggressive behavior of preschoolers. The experience of teachers working with parents also deserves special attention. The general orientation of preschool education on the development of the child's reflectivity, support for his initiative, the organization of a stable environment allows us to talk about the difference in the content accents of the activities of preschool workers, which can act as a basis for understanding the organization of domestic preschool education

Conclusion

In this work, I opened the topic “The experience of organizing preschool education in Japan with the help of scientific and methodological literature.

Summing up the results of my test, we can conclude that in the Japanese system of preschool education, there is much in common with the Russian system, but there are also differences, primarily of a conceptual and substantive nature. Attending preschools in Japan is neither necessary nor mandatory. Most kindergartens are private organizations, the number of public ones is small. In order for the child to be able to get into the garden, parents need to provide serious arguments to the official representatives of the authorities. The main feature of education in Japan is the strict and unquestioning observance of established traditions and established way of life. Japan belongs to highly socialized countries, traditionally a person here should always be in a certain community, so children in the gardens walk, play, eat and sleep together, in the same room. In order for a small child to develop communication and communication skills, the composition of groups and caregivers change every six months. The purpose of studying in a Japanese garden is more educational than educational. As the analysis showed, each system has its own characteristics, pluses and minuses, non-standard approaches to raising children.

The main goal of the preschool education system in Japan is the socialization of the child.

Bibliography:

1. Paramonova L. A., Protasova E. Yu. “Preschool and primary education abroad: History and modernity” [Text]: Proc. allowance for students. higher ped. studies, institutions / L.A. Paramonova, E.Yu. Protasova - M. "Academy", 2001. - 240 p.

2. Petinenko, I.A. Japan's education system: what leads this country to success? [Text] / I.A. Petinenko, A.A. Weaver // Bulletin of the Tomsk State University. - 2012. - No. 2 (18). - S. 175-178.

3.Sazonova, D.S. "Systems of preschool education abroad: their pedagogical potential" [Text] / D.S. Sazonova, V.A. Zebzeeva // Society and civilization in the XXI century: trends and development prospects. - 2014. - No. 8-12. - S. 161-166.

4. Dronishinets, N. P. “State policy for the development of preschool and school education in Japan” [electronic resource] / N. P. Dronishinets. - Yekaterinburg, 2006. - 75s. - Access mode http://cyberleninka.ru/(02/07/2018)

5. Dronishinets N.P., History and problems of development of special education in Japan [electronic resource] / N.P. Dronishinets, I.A Filatova//Special education.- 2011. -№9 - Access mode: http:// cyberleninka.ru/(02/07/2018)

6. Nanivskaya V.T. "Kindergarten in Japan" [electronic resource]: V.T. Nanivskaya. - Moscow: Progress, 1987 - p.240 - Access mode: http://journalpro.ru/(02/07/2018)

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Japan kindergarten management. Preschool education in japan presentation on the topic

1. The system of early childhood education in Japan