Projects
- [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 (2017.07.07)
- [Indonesia] Kindergartens in Indonesia that nurture religious values and independence through early childhood education--Current Situation Regarding Children's "Attitudes of Learning to Learn" (3) (2017.06.30)
- [Creating Childcare Environments] Technique 05: Fostering children's emotional development in childcare environments by providing "real things" (2017.06.02)
- [China] Chinese mothers being torn between relaxed childrearing and preparation for elementary school--Current Situation Regarding Children's "Attitudes of Learning to Learn" (2) (2017.05.26)
- [Creating Childcare Environments] Technique 04: The value of outdoor environments in Denmark (2017.05.12)
- [China] Kindergartens in rapidly changing Chinese societies--Current Situation Regarding Children's "Attitudes of Learning to Learn" (1) (2017.04.28)
- [Creating Childcare Environments] Technique 03: Technique to change childcare environments (2017.04.21)
- [Germany, Japan] Practices of collective addressing? Observations on the "programme" in a Japanese child day-care centre from a German research perspective (2017.03.17)
- [Creating Childcare Environments] Technique 02: Building a broad personal network through the creation of childcare environments (2017.02.24)
- [Finland, Japan] Key elements of Finnish ECEC in Japanese ECEC --Sameness and difference in ECEC beyond culture (2017.02.10)
- [Creating Childcare Environments] Technique 01: How to capture childcare environments--examples of Japan and Sweden (2017.01.20)
- [Laos] The system, policies, current situation and issues of ECCE in Laos (2016.08.19)
- [Japan] To Continue and Further Develop Effective Activities to Foster 21st Century Skills through Play (2016.04.15)
- [Indonesia] Male Teachers in Indonesian ECE (2016.02.12)
- [Germany] Interaction Between Teachers and Children: Free Play (2015.01.23)
- [USA] Teaching Strategies GOLD®: Assessment for Development and Learning of Young Children (2014.12.05)
- [Japan] "Geijutsushi" at Day-care Centers (2014.08.29)
- [Hong-Kong] Child Support System in Hong Kong and the Implementation of a Comprehensive Pre-Primary Education Part 2 (2014.08.08)
- [Hong-Kong] Child Support System in Hong Kong and the Implementation of a Comprehensive Pre-Primary Education Part 1 (2014.08.01)
- [New Zealand] Overview and Recent Issues of New Zealand Early Childhood Education Curriculum (Te Whāriki) (2014.07.18)
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Latest Posts
- [Japan] Identifying Factor Structures and Determinants Involved in the Development of "Non" Cognitive Skills in Early Childhood
- [South Korea] Current Situation and Issues of Inclusive Education for Preschool Children in South Korea - II
- 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)
- [South Korea] Current Situation and Issues of Inclusive Education for Preschool Children in South Korea - I
- [Japan] "Keep On Playing!"--ICT utilization in ECEC (Part II)
- [Japan] "Keep On Playing!"--ICT utilization in ECEC (Part I)
- [Japan] Uketomeru (all-embracing) approach beyond the mimamoru (watch and wait) approach: ECEC practices at the Akita University-affiliated kindergarten - Part 1
- [Japan] The Activity of Reading Picture Books Together in ECEC Settings That Creates Interpersonal Interactions
- [Japan] Why do Elementary and Junior High School Children in Akita Prefecture Have High Academic Ability?
Focusing on children's daily habits and preschool education in Akita - [Japan] Use of Tablets in Childcare and Its Future — Use Led by Children