① Questionnaire survey of ECEC institutions (targeting ECEC institution directors and classroom teachers):
The questionnaire survey will ask ECEC institution directors for an overview of the ECEC institutions, the quality of the structure, the satisfactions and burdens of their jobs, leadership in the institutions, and professional training for their staff and themselves. The questionnaire survey will ask ECEC classroom teachers about the quality of the learning process in their classes, the satisfactions and burdens of their jobs, and professional training for themselves.
② Questionnaire survey about children (targeting ECEC classroom teachers, primary school teachers, and parents):
The questionnaire survey will cover growth and learning of children from 3-year-olds to the second graders of primary schools. It will ask about the socio-emotional skills that sustain children’s learning and their cognitive skills. It will also ask parents about home education and home environment.
We have been working on this 2- year-study project entitled “Study on growing and learning during the transitional period from pre-primary to primary education and the quality of education and care in early childhood”. The objectives of this study are twofold.
The first focuses on the transitional period (approximately ages between second half of 5-year and first half of the Primary Grade 1) recognized globally as one of the most important period in early childhood. The objectives are to discern the implementation status of the preprimary-primary transitional curriculum across the nation and to examine effective methods that grasp the children’s developmental outcomes which sustain the learning during the transition period.
The other is to develop a set of scales for evaluating ECEC quality that can be used in teacher training at respective kindergartens, nursery or ECEC centers.To understand ECEC outcomes, it is deemed necessary to carry out longitudinal studies. As fundamental steps toward future study, we are considering the development of ECE scales to evaluate quality relevant for the context of Japan.Panel discussion to report the outcome of this research project were held in October, 2017. Materials presented in the event and the research report of the project are posted in the Japanese page of NIER :
Relating to this project, we introduce here some preliminary findings from the analysis on preprimary-primary transitional curricula collected by municipalities nationwide.
ECERC is joining and conducting the survey below:
As the year 2016, when the Center was established also fell on the 140th anniversary of Japanese early childhood education, an open symposium was held in the auditorium of MEXT on the theme of “Required Research and Training to Sustain the Quality of ECEC” celebrating the anniversary and the future of Japanese ECEC (January 16, 2017).Through the lectures and panel discussions, we reviewed 140-year history of early childhood education in Japan, and discussed ways of improving its quality.At the same time as the symposium, a poster exhibition was given in the foyer of the auditorium in collaboration with the local governments, universities, and ECEC-related organizations. 388 participants in the symposium and exhibition were mainly those involved in ECEC field, including stakeholders of kindergartens, day nurseries and centers for ECEC, municipal officials in charge of ECEC, and teachers of pre-service training institutes from all over the country.