Our Tokyo preschool program is based on current research into what sets the stage for optimal learning and development in the early years.
We have developed a program that reflects and promotes cooperative learning, solo ideas, and different learning styles through the provision of open-ended experiences.
We also provide a highly secure environment that has the potential to stimulate imagination, promote curiosity, and enable holistic development.
Our program has been described as follows:
One of the main priorities for the staff is to ensure that plans allow for the children’s different interests and skill levels while also encouraging skills. Staff make plans that include both group and individual experiences so that children can work at their level.
The skills encouraged include oral communication, thinking skills, the ability to take initiative, problem solving, decision making, listening, storytelling, dramatic play, reading and pre-reading, and the use of mathematical ideas.
The development of these skills will enable children to feel confident and competent, to establish a strong sense of well-being, and to create a positive disposition toward learning.
The environment and curriculum within a developmental play-based program, such as ours, provide children with advantages in development. Teachers become their partners and facilitators of their play and skill growth.
As children reflect on experiences, they develop a strong sense of responsibility and independence that encourages the discovery of new learning opportunities.
Documentation of children’s experiences is integral to our program because it records children’s progress and tells the story of the children’s learning journeys.
This process includes observation and interpretation of children’s thinking by reflecting on written observations, work samples, and photographs. These are collected and displayed for children and parents to view, share, and discuss.
In this way, documentation becomes a process of communication as children recall and revisit their experiences.
Documentation helps teachers reflect and make informed decisions that further support children’s learning.
ClassDojo is used in conjunction with CLASS DOJO student journals in this process.
Staff use a range of methods to observe and record children’s learning. These are used in individual and group records, which focus on recording developmental progress, emerging interests, and possible next steps.
By observing, teachers identify children’s strengths and needs, and plan accordingly. Observations are also used to identify any difficulties a child may be experiencing and to implement strategies to support them.
Children are central to the program, and all planning decisions are based on their needs and the needs of the group.
Individual attention helps children to progress at their rate and ensures their needs are met. Teachers work to provide opportunities for children to become independent learners and active participants in their learning.
This child-focused approach provides the flexibility needed to meet individual differences and to support children as they develop skills in all areas.
The documentation of children’s work within Ohana International School Tokyo assists with the children’s independent work and learning processes.
Much thought goes into the way that documentation is displayed. Children’s projects, ideas, and interests are represented in displays that showcase both the process and the product.
This makes learning visible and supports children’s ability to revisit and reflect on their experiences. Documentation also communicates the learning that is happening to parents and the broader community.
Documentation serves many purposes, such as reflecting children’s learning experiences, planning future learning opportunities, and communicating with children, parents, and colleagues.
Staff analyze the purpose and meaning of learning documentation for the children. Children describe what is happening and reflect on their own and others’ contributions.
Staff and the children use documentation to develop future learning experiences that reflect the children’s interests, skills, and understandings.
Our teacher ratios consist of individual, small, and large group activities, which vary according to the activities and needs of the children and the class as a whole. These ratios allow the program to support learning experiences effectively.
Teachers work to create group settings that support children’s learning and development. Group size decisions are made with attention to the needs of the individual child and the dynamics of the class group.
Teachers are attentive to when children may benefit from being with a large group and when they may need to be in a smaller group. This balance of group sizes ensures that children can develop a sense of identity, community, and cooperation.
We value team planning as we recognize that the staff have a wide range of skills that we want all the children to benefit from.
We recognize the need for collaboration, communication, and appropriate evaluation to stimulate positive development.
All children have special needs; however, some require more support than others, and we endeavor to provide for these children and, where possible, find additional support.
Routines form an essential part of the program, providing opportunity for small group participation or one-on-one opportunities.
Children are given verbal and non-verbal cues, and staff incorporate flexibility into daily routines to ensure that children are comfortable and secure.
Routines also provide opportunities for children to make choices, gain independence, and develop responsibility.
The program recognizes that predictable routines help children feel safe and secure and are essential for young children’s development.
Flexibility is important in a child’s education. Our children learn how to adapt as “real-world” learners, and this supports them in adjusting to their future learning and social environments.
At Ohana International School in Tokyo, we recognize that children face both physical and social changes. They also feel psychologically safe and secure when flexibility is built into their program.
This approach helps children develop resilience, a positive self-concept, and a sense of belonging.
At our Preschool in Tokyo, we welcome parents/family involvement. We realize that all families have different commitments and that the extent of the participation varies. All involvement is much appreciated and valued. Effective parent involvement enables us to work productively together to enhance the quality of care provided for the children and work in partnership.
Parent involvement promotes positive staff/parent relationships. From the child’s perspective, it promotes a smoother transition between home and school, as well as providing increased opportunities for parents to have a say in their child’s life outside of the home environment.
Parents can join our Ohana Parent and Teachers Organization (OPTO) by indicating their interest at either a committee or personal level. Alternatively, every day is open day at Ohana International School, and families are welcome to come when it suits them to visit or show grandparents/ friends what a day is like at the preschool.
This needs to be pre-planned to respect the teachers and the programme in the class for that day. Due to COVID-19, the option to come to school during school hours is not available.
Children come from many diverse cultural backgrounds and different family circumstances. We take pride in this consideration when we design our daily curriculum.
We recognize that each child is different, and it is important to include programming that embraces this.
We take the time to develop children’s awareness of diversity so they can learn to value differences and be respectful of others.
It is essential that all of our community — children, staff, and parents — communicate in an effective and meaningful manner.
Staff are taught to listen consistently, sharing their experiences in all the different facets of their lives. In our program, we are striving to refine these skills so that the children can also refine their skills.
Communication also includes non-verbal communication. This develops empathy and allows children to reflect on their actions and those of others.
Now is the time to teach children about social responsibility when they are young. To be a good citizen of the world, we need many things, e.g., to take care of the planet and nature, and to be aware of our actions and their impact on others.
Responsibility means that people can depend on us, that we make good choices, and that we are accountable for our actions. A responsible global citizen looks out for the well-being of others and understands that we all have a part to play in making the world a better place.
Children need tangibles to understand and act on these things fully. We can make them aware of our place in our community and what we can do to make it better; through being a good role model and having a sense of responsibility to and for the community, which includes our family, our neighbourhood, our friends, and our school, is a significant, easy first step.
These are examples of how we teach Social Responsibility at Ohana International School – through Zero Plastic Fridays when we can only bring reusable plastic to school, participating in Earth Day, separating garbage each day, picking up trash in the neighbourhood and cleaning the park where we play, thanking community workers e. g. post office, police and fire fighters by visiting them and presenting them with a gift and then learning about what they do for our community, and more.
We recycle junk art materials; we reduce our garbage; we reuse.
We want children to learn empathy, kindness, and compassion through their acts of social responsibility and understand that “you too can make a difference”.
OHANA INTERNATIONAL SCHOOL
3-12-36 Motoazabu
Minato-ku Tokyo 106-0046 JAPAN
