Hiroshima University Syllabus

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Academic Year 2020Year School/Graduate School School of Education
Lecture Code CC511021 Subject Classification Specialized Education
Subject Name 幼児教育学II
Subject Name
Subject Name in
Early Childhood Education and Care II
ナカツボ フミノリ
Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  1Term
Days, Periods, and Classrooms (1T) Tues7-8:EDU K203
Lesson Style Lecture Lesson Style
(More Details)
Lecture-oriented, Exercise-oriented, Discussion 
Credits 1.0 Class Hours/Week   Language on Instruction J : Japanese
Course Level 2 : Undergraduate Low-Intermediate
Course Area(Area) 24 : Social Sciences
Course Area(Discipline) 07 : Education
Eligible Students  
Keywords Invisible Pedagogy Theory and Practice of Early Childhood Education and Care Specialty and originality of Early Childhood Education and Care 
Special Subject for Teacher Education   Special Subject  
Class Status
within Educational
Criterion referenced
Educational Studies
(Knowledge and Understanding)
・Having acquired bases of educational studies; Philosophy of Education, History of Oriental Education, History of Western Education, Sociology of Education, Educational Method, Adult and  Continuing Education, Educational Administration and finance,Comparative Education, Educational Management, Early Childhood Education, Higher Education and so on. 
Class Objectives
/Class Outline
Do you remember your childhood? Needless to say, kindergartens or daycare center have no classes, textbooks, report cards and chime. What is important is that there are several activities where children can take a more challenge than they could, get excited, voluntarily be absorbed in playing while feeling safe and comfortable. That means the early childhood education and care seems to be an obscure “invisible pedagogy” from outside. It is not clear whether it is an education, or just playing. Therefore, the role of the early childhoodteachers tends to be underestimated.  Different from elementary teachers who actually give classes, they sometime seem to be just playing with children.
On the other hand, the early childhood education and care incorporates various kinds of invisible educational elements. Children who are absorbed in playing have much potential learning power.  Therefore, early childhood teachers should support these children’s activities and environment reading the issues and situation on the spot, and make an instant appropriate decision whether they should speak to the children, and support them, or do not do anything (just watching) on purpose.
This course makes approaches to the essence of early childhood education and care, or the “invisible pedagogy”, and highlights the theory of early childhood education and care along with the specific real cases as much as possible. 
Class Schedule lesson01: Orientation(TC)
lesson02: Early childhood education and care that reflects culture(TC)
lesson03:  Assessing quality in early childhood education and care and development of children(TC)
lesson04: Sustained shared thinking and emotional well-being scale for 2-5 year olds provision(AL)
lesson05: Effective learning through well-being and involvement(TC)
lesson06: A process-oriented self-evaluation instrument for care setting(AL)
lesson07: The comparison of early childhood education and care between Japan, US and China: Amazing Japanese Mimamoru Approach as the teachers' professionalism(TC)
lesson08: Promoting the problem solving by young children: Do you intervene immediately or No?(AL)
lesson09 Play makes us human: What is the high quality of play for young children?(TC)

llesson10: Play makes us human: "Class competition" in early childhood education and care: Do you think appropriate or inappropriate?(AL)
lesson11: 100 languages of children:Reggio Emilia Approach(TC)
lesson12: The early childhood teachers as a emotional labor(TC)
lesson13:  Why do the early childhood teachers call children a group name? :Ethnography of kindergarten(AL)
lesson14: How to Prepare for the Early Childhood Education Exam(AL)
lesson15: Examination

(1)Examination is implemented in the final class.
(2)Reflection card: Write a short comment about the class after every class.  Write your own idea with your own words.
(3)Brief report: a short report writing is conducted from 2 to 4 times in the terms to make a readiness and reflection of the class. All submissions are conducted by WebCT.

TC:Teacher Centered and Lecture-oriented with audio‐visual material
AL:Active Learning class with group works 
(1)Lectur-style: Mainly analyzing video images and making discussions
(2)Types of audiovisual aids used: Video, DVD, Closeup camera, KEY NOTE, etc.
(3)Usage of video and DVD: 5-10 min. for each video and DVD
(4)Textual information of video and DVD: Subtitles, Practical guide, etc. are prepared" 
PC or AV used in
(More Details) Materials provided in class, Screen image (Video/PC/Other image materials) 
Learning techniques to be incorporated  
Suggestions on
Preparation and
Advice is given in class accordingly. 
Requirements 1 Absences or lateness will cause a student to accrue grade reduction points. Don' t be late for your class because lateness distract teachers mind during classes and impede student's learning.
2 Keep in mind that the grade of F will be given for the student due to more than one-third school absences. " 
Grading Method The following items are evaluated comprehensively
(1) attendance in class, positive participation, Tardiness
(2) Reflection card (25%)
(3) Brief report (25%)
(4) Examination (50%) 
Practical Experience  
Summary of Practical Experience and Class Contents based on it  
Message This class focuses on cutting-edge research trends related to practices and research of childcare and child education, and explain them to be understood easily even to beginners. Please enjoy the features of child education as "Invisible education" in this class. 
Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching. 
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