Aichi Prefectural Early Childhood‍ Education ‍Research Council: Fostering ⁣Mutual Acceptance in a ‍Multicultural Environment

This council conducts research ⁤and discussions on various issues related to early childhood⁤ education‍ in our prefecture. ⁢At the first meeting, the topic for this year was “How early childhood education should be in ‌a multicultural environment – considering how to foster mutual acceptance.”

Discussion Topics for FY2024

How early childhood education should be in a multicultural environment – Thinking ⁤about how ‍to foster mutual acceptance.

About the Aichi Prefectural Early Childhood Education Research Council Special Committee for FY2024

Plans for holding the Aichi Prefectural Conference on‍ Early Childhood Education Research in FY2024

Agreement Matters

Contents of Agreement

What research content is necessary to produce material that can be used in the future? ​What kind of cases should be ⁤accumulated? (From the ‍following perspectives)

• Interacting with children from linguistically and culturally diverse backgrounds
• Children’s interactions in a multicultural environment
• Involvement with parents
• Involvement with elementary schools and related institutions

Summary⁢ of Opinions from Committee Members

Assistance and Support for Young Children

Children will adapt if you interact with them carefully, one thing at a time. If you can grasp a child’s sense of distress and devise ways to interact with them accordingly, they will start to enjoy spending time ​with their friends.

It is difficult to determine whether the ‌problem is a language problem⁤ or a developmental problem.

It would be good if you could also introduce preschool-related initiatives (teaching⁢ materials, case‌ studies, etc.).

Communication with Parents

Teachers draw illustrations to explain to parents, but it is unclear whether the information is being conveyed correctly.

An interpreter is needed because it is not possible to⁤ verbally explain to parents what is happening at the nursery.

There ​are problems with communication through language, but I feel that ​the majority of ‌the issues are cultural.

I sometimes ‌wonder whether it is ⁢due to cultural differences or‌ my family’s wishes.

Rather than forcing the school’s ideas on students, ​it is necessary to ​have a dialogue to help them understand.

Foreign guardians have a poor sense ⁤of time and sometimes have difficulty organizing their ​lives, so we work with local governments to provide support.

Rather than viewing parents as being lax, it ⁢is necessary to view this as a​ cultural difference and respond accordingly.

Regarding interactions with parents, whether ​or⁣ not they can⁣ adapt will depend⁢ on the parents’⁤ awareness.

Development of Children in the Class

The number of foreigners planning to ⁤settle in Japan is increasing. Since‌ this will​ continue into the future, it is​ important to use this opportunity to teach Japanese children about⁣ different cultures.

Non-cognitive⁤ aspects such as music and dance are important as materials for⁤ understanding people from different ‍cultures.

Survey Contents, Leaflets, etc.

The content⁣ of the survey and the examples presented will vary ⁣depending on the level of assistance and support requested.

Even in areas with few foreign children, there is at least one in every class, and this number is likely to increase ​in the future. Even one child⁢ will require action, but areas‍ with few children do not have the know-how ‌to do so, so it would be good to share the know-how of areas that have overcome the difficulties.

It⁣ would be good to understand‍ the challenges of concentration, multilingualism, and dispersion, and to clarify how to approach the children.

I think the word “growing together” is important. I think it involves not only the child in question, but also⁤ the surrounding children ‍and parents, so it​ would be good to⁢ clarify whether to support language and culture, or to support mutual ​growth throughout ⁢early⁣ childhood⁤ education.

It is necessary to confirm what ⁢to focus on, such as “children of foreign nationality,” “children of Japanese nationality but whose parents are foreigners,” “children who lived overseas and have returned to Japan,”⁤ etc.

It is also important to value the mother tongue at home.

Handouts

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Documents ⁣1 to‌ 9 and Attachment [PDFファイル／906KB]