Latest Posts

• A Useful Comparison Table for Improving the Quality of ECEC--International Comparative Study on Free Preschool Education and Childcare (74th OMEP World Assembly and Conference)
• [Germany] Childcare in Munich, influenced by COVID-19 in 2020
• [Finland] Emotional Skills Nurtured by Society as a Whole --Implications from Finnish Early Childhood Education System
• Leadership Tasks in Early Childhood Education in Finland, Japan, and Singapore
• [Finland] Home Visit Survey in Finland: Children playing cheerfully and freely - a work-life balance to support childrearing by parents--Current Situation Regarding Children's "Attitudes of Learning to Learn" (6)
• [Finalnd] Early Childhood Education in Finland: Esikoulu that Helps the Transition from a Daycare Center to Elementary School--Current Situation Regarding Children's "Attitudes of Learning to Learn" (5)
• [Creating Childcare Environments] Technique 06: How to understand the meaning and value of the shape of things through the construction of custom-made childcare facilities--Example of a German kindergarten
• [Germany, Japan] Practices of collective addressing? Observations on the "programme" in a Japanese child day-care centre from a German research perspective
• [Finland, Japan] Key elements of Finnish ECEC in Japanese ECEC --Sameness and difference in ECEC beyond culture
• [Creating Childcare Environments] Technique 01: How to capture childcare environments--examples of Japan and Sweden