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クラスのおやくそく・Essential Agreementの例

日本語 #204（磯部）グループでのシェア

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日本語#204（磯部）グループからの共有

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日本語#204（磯部）グループからの共有

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Swiss cheese model of safety: Multiple layers improve success, when one defence fails, other layers of safety can prevent a larger accident from occurring:

Sure, here's an example of an accident being prevented in a preschool setting using the Swiss Cheese Model:

### Scenario: Preventing a Child from Wandering Off

Background:

A preschool is located in a busy neighborhood. The facility has a playground with a fence, a gate that leads to the street, and multiple classrooms. The preschool has various safety protocols in place to ensure the children’s safety.

Potential Hazard:

A child could potentially wander off from the playground and reach the busy street, leading to a dangerous situation.

Swiss Cheese Model Layers:

1. Physical Barriers:

- The playground is surrounded by a high, sturdy fence with a secure, self-locking gate.

- All classroom doors leading to the outside are kept closed and locked.

2. Procedural Safeguards:

- Teachers are trained to conduct headcounts before, during, and after outdoor playtime.

- There is a strict protocol for escorting children to and from the playground in small, manageable groups.

3. Supervision and Monitoring:

- There are always at least two teachers supervising the playground at all times.

- The playground has security cameras monitored by the administrative staff in real-time.

4. Communication and Alert Systems:

- Teachers carry walkie-talkies to communicate instantly with the front office and other teachers.

- An alarm is installed on the playground gate that sounds if the gate is opened unexpectedly.

5. Training and Drills:

- Regular safety drills are conducted to ensure all staff are familiar with emergency procedures.

- Teachers receive periodic training on child supervision and emergency response.

Incident:

One day, during outdoor playtime, a teacher momentarily becomes distracted while assisting a child with a minor injury.

Risk Escalation:

A curious child sees an opportunity and starts heading towards the playground gate.

Swiss Cheese Model in Action:

- First Layer (Physical Barriers): The child approaches the gate, which is securely locked and equipped with an alarm.

- Second Layer (Procedural Safeguards): A teacher performing a routine headcount notices one child is moving towards the gate.

- Third Layer (Supervision and Monitoring): Another teacher, watching the playground, sees the child heading towards the gate and calls out to them.

- Fourth Layer (Communication and Alert Systems): The teacher uses the walkie-talkie to alert other staff members of the situation.

- Fifth Layer (Training and Drills): Trained in emergency procedures, the teacher swiftly reaches the child and redirects them back to the play area before any harm can occur.

Outcome:

The multiple layers of defense, despite a momentary lapse, prevent the child from reaching the gate and wandering off. The incident is managed without any harm coming to the child, showcasing the effectiveness of the Swiss Cheese Model in accident prevention.

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I like to use Vooks for closing circle, as my K3 class is still getting use to not taking a nap. Using Vooks helps keeps them awake longer,.

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Vooks - Storybooks brought to life with beautiful animation!

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Vooks is an entire library of kids storybooks brought to life with beautiful animation, read-aloud narration, engaging music and sound, and read-along text.

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Activity 1: Classroom Management Routines and Transitions (sharing)

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Authoritative Classroom Management Style/権威主義的な教室運営スタイル

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Indulgent Classroom Management Style/教室運営の寛大なスタイル

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Permissive Classroom Management Style/自由放任なスタイル

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Authoritarian

Classroom Management Style sometimes called ‘The Lecturer’/ 大人主導でクラスを

管理するスタイル

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Behavior Management - Dr Day Care Toddler training video (part 7)

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Thoughts, Feelings and Actions: Self-

Conscious Discipline is a comprehensive classroom management program and social-emotional learning framework. It focuses on helping educators and parents create safe, connected, and problem-solving environments. The core idea is to teach children self-regulation and emotional intelligence through positive discipline techniques. Instead of using traditional punitive measures, Conscious Discipline emphasizes understanding and addressing the root causes of behavior, fostering strong, supportive relationships, and teaching children skills to manage their emotions and actions effectively.

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Thoughts, Feelings and Actions: Self-Regulation in Early Childhood  (Video #185)

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EN Slides

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Behaviour Management and Children's Well-Being in Early Years Education Settings EN

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JP Slidess

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Behaviour Management and Children's Well-Being in Early Years Education Settings JP

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https://growingkind.com.au/resources-activities-to-support-play-schemas-in-early-childhood/

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Classroom strategies that

Calm down

Screenless

Are Engaging

During emergencies (when a teacher needs to assist one child and you're on your own, earthquake or fire etc)

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A guide to schema play in toddlers - One Hundred Toys

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What is a schema? A schema is like a set of instructions. As adults we use them all the time, and we don't really notice we're doing it. Switch on a light or make a sandwich and you are using a schema to do it; a mental model you've created through a process of trial ...

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By the time they are preschool-aged, children are more independent in their play and their ability to meet their own needs. They focus on learning rules and routines to know what is safe and appropriate. Their constant dialogue with peers and caregivers helps them to form specific ideas about what is safe and why.

Preschoolers move and play with ease. Climbing, running, and jumping are still favorite activities, and they are becoming much better at them. Many children also begin to pedal tricycles, play sports, and attempt more difficult climbing equipment. Their stronger motor skills give them the confidence to constantly try new things. During these years, preschoolers challenge themselves and develop a better understanding of the consequences of their actions. This trial-and-error approach complements the structure and rules teachers and families provide.

Preschoolers' growing cognitive and language abilities help them identify and avoid risks. Some children are able to talk about the challenges they would like to take with teachers and family members, while others are more likely to act impulsively. Many children this age are able to discuss safety rules for their classrooms, homes, or communities. They may ask why something happens or why a certain rule exists. When preschoolers question the rules, teachers can help them understand the possible consequences of not following the rules. Through these conversations, preschoolers learn to identify guidelines that will help them make safe choices.

Depending on a preschooler's temperament, some may question and test every rule. Others may be more cautious and will follow the rules they are given. Preschoolers also may take on a leadership role by offering warnings and praise to their peers and younger children as they begin to understand what is safe and why.

Preschoolers are active learners. Teachers who talk with children about rules and routines help them to make safe choices.

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Tips for Keeping Children Safe: A Developmental Guide - Preschoolers | ECLKC

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By the time they are preschool-aged, children are more independent in their play and their ability to meet their own needs. They focus on learning rules and routines to know what is safe and appropriate. Their constant dialogue with peers and caregivers helps them to form specific ideas about what is safe and why.

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Have you ever stopped to think about the way you interact with your class and control your classroom? Perhaps you greet each student at the door? Maybe group work is a big part of the learning environment in your class. Perhaps you prefer for lessons to be tightly run to schedule and for as few disruptions as possible?

You might not have realized, but the way you run your class can probably be defined as one of four classroom management styles. They are:

These styles were initially applied to parenting in the 1960s by Diana Baumrind, a developmental psychologist at the University of California, Berkeley. In a study of preschool children, she noticed that each child showed unique behaviors and theorized that different parenting styles could lead to those different behaviors. She identified three parenting styles - authoritarian, authoritative, and permissive. Subsequent researchers have found that these categories of dealing with children can also be applied to teaching styles. The indulgent style was also added to Baumrind's initial types.

Let's look at each type of classroom management style in a little more detail.

Authoritarian classroom management style

A teacher with an authoritarian classroom management style controls their classroom completely.

In these classes, there is no flexibility for students to make their own decisions or be involved in setting out what happens in class.

These classes usually have a rigid structure when it comes to the timetable, and lessons tend to lack any opportunity for group or class discussion. They also have very clear sets of rules, and any students who do not follow them or stay on task are likely to be punished.

Teachers who adopt this style don't tend to be very involved with their students and don't know much about them beyond their learning.

Authoritative classroom management style

This sounds similar to the first type but is quite different. Authoritative teachers also have a lot of control over the classroom, but how they do this is different. There is also much more student involvement.

With an authoritative approach, student participation is expected both in class discussions and group work, but there are clear guidelines so that the class doesn't end up in chaos.

Teachers value students' input, so they may work with the class to develop classroom rules.

Authoritative teachers also care about their students and their individual needs. They will take time to get to know each student and their background and adjust expectations as needed. This helps to develop positive relationships with each student.

Permissive classroom management style

In permissive classrooms, there are low levels of teacher control. These classes offer students lots of freedom but can often be disorderly due to a lack of guidelines and lesson plans. Permissive teachers have low involvement with their students and aren't interested in building relationships with them.

Students are allowed to control the environment, and there are few consequences for misbehavior.

Teachers who employ this style are often considered to have lost their passion for teaching.

Indulgent classroom management style

This style is similar to permissive teaching in that the students have a lot of control, but unlike permissive teachers, indulgent teachers care a lot about their students and have good intentions.

While these types of teachers have close student-teacher relationships and are often well-liked, the low levels of control by the teacher in the classroom mean well-intentioned lesson plans often go awry.

Why is classroom management important?

Effective classroom management is important because a smoothly run classroom where students feel supported creates better learning experiences and student outcomes.

Read more about why classroom management is important here.

Which classroom management style is best?

Each style of behavior management has its advantages and disadvantages, but it's generally considered that an authoritative teaching philosophy is best because it offers balance - students are involved and have the chance to be individuals, but the teacher also has steady control over the class as a whole. It produces students who are competent and responsible.

Authoritative and indulgent styles tend to encourage positive behavior and have the best student outcomes.

However, classroom management approaches can be affected by many things.

For example, the best style may vary depending on which year group you teach. In elementary school, students may need a more explicit set of defined rules and stricter supervision than middle school students because they have not yet learned how to regulate their own behavior. High school students may be better at self-management and being independent learners, so a more relaxed style might work. But high school also brings a broader range of issues that can affect student behavior, so you may need to be more closely involved with some students.

Which classroom management style you use will also depend on your personality.

More experienced teachers tend to have different management styles because, over the years, they have learned better classroom management techniques. For example, a more experienced teacher would know how to set up the classroom environment to minimize disruption or where to stand or move around in order to maximize their view of the class. Experienced teachers often use an authoritative style. Although those who are becoming burnt out may tend towards authoritarian or permissive as their interest in teaching wanes.

New teachers may care a lot for their class, be keen for students to like them, and opt for a more indulgent style.

How to set your classroom management style

It's important to have a clear idea of your classroom management style so that you can set the tone right from the beginning of the school year.

Start by thinking about what student outcomes you would like to see at the end of the year. Then think about the classroom environment, your preferred teaching methods, and how you deal with disruptive behavior if it happens. By asking yourself these questions, you can understand what classroom management style might work for you. You can find questionnaires like this one online to help you determine your style.

If you aren't sure which classroom management style suits you or you want to work towards a change, then professional development can help. We've also put together some classroom management strategies for elementary school, middle school, and high school for you to try.

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The Four Common Classroom Management Styles - Kami

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Your classroom management style can have a big impact on the learning environment you create. Learn more about the pros and cons of the four styles.

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Implementing the International Baccalaureate Curriculum

A-JB has implemented the International Baccalaureate (IB) curriculum, an international educational program, as the basis for our program focusing on holistic education and Inquiry-Based Learning, that helps students develop international perspectives, and prepare them with the ability to thrive in a global society.

Holistic Education

Our holistic program places a special emphasis on teaching our students the skills, values, and willingness to act in order to make a desirable contribution to society, without being biased toward subject-specific knowledge. Our holistic education is designed to nurture individuals with broad perspectives and a rich humanity through a variety of international perspectives, community involvement, and exposure to the arts, entertainment, and sports that can enrich life experiences.

Inquiry-Based Learning

Inquiry-Based Learning is the opposite of the Memory-Based Learning that we are familiar with in Japan. In Memory-Based Learning, the one is judged based on how much he or she knows. However, in the 21st century, with the overwhelming increase in the amount of information available compared to that in the 20th century, how much one knows is no longer important. Inquiry-Based Learning is based on the idea that it is only through the act of curiosity and in-depth exploration of events, rather than the memorization of large amounts of knowledge, that the concepts and knowledge gained can be applied to real world situations.

Our MISSION and VISION

MISSION

We believe in nurturing students who are globally-minded, compassionate, collaborative, deeply joyful in learning, risk-taking, and able to make a difference in the world.

VISION

We thrive to become a premier educational institution that provides students with a rigorously defined and structured international education in a safe and supportive learning environment. We support the learning needs of young students, welcome and respect their individual perspectives and nurture their values. We are committed to providing students with a wide range of learning opportunities to help them succeed in the future.

School Policies

Policy

A-JB has implemented the International Baccalaureate programme at all campuses. For children aged 3 and above, activities will be based on the following policies, which has been approved by the International Baccalaureate Organization. For 1-2 year olds, although they are not eligible for the International Baccalaureate PYP programme, activities will also be based on the following policies.

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About A-JB IB Programme Mission / Vision Policy Philoso

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The history of early childhood education dates back to the 1500s, and it has certainly come a very long way over the years. However, children were being educated long before that. Even the Greek Philosopher Plato had some pretty groundbreaking ideas about how children should be educated.

Early childhood education has a very long and rich history with invaluable contributions from some of the greatest theorists in child development and education. In fact, several are now household words. All of the contributions from these famous early childhood education theorists had value and still do today. In fact, they helped shaped the educational system as we know it.

Early Childhood Theorists

There are so many early childhood theorists, it's difficult to narrow the scope to just a handful. By the same token, attempting to review each and every one would be a colossal undertaking and, quite frankly, too much to digest in one sitting.

We'll hit some of the highlights here to see how these men and women shaped education.

1782-1852 - Friedrich Froebel

It is Froebel who is credited with founding kindergarten which was based on his belief that young children need their own space for learning separate from adults - save for the teacher and aides. According to Froebel, "Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child's soul." Simply put, he believed play was absolutely vital in the learning process, especially for young children.

1870-1952 - Maria Montessori

Montessori believed that early childhood learning required a two-prong approach: Educate the child's senses first, then educate the child's intellect. Her approach was to view the children as sources of knowledge with the teacher or educator acting as a social engineer. Her hands-on approach to instruction with the learning environment being deemed as vital as the knowledge itself has transformed academic success for many children who did not respond well to traditional classroom methods.

1896-1934 - Lev Vygotsky

Vygotsky believed that social interaction is an important vehicle for child development on linguistic, social, and cognitive levels. He introduced the concept of a teacher as more of a learning facilitator where the child learns by working with someone more capable than the child (typically a teacher or parent). The teacher helps the child with tasks that are just beyond or just within the capability of the child. He also believed that grouping children of mixed ages in a learning environment supports their skill and knowledge acquisition.

1896-1980 - Jean Piaget

Piaget's theory of learning incorporated his Stages of Development:

Birth to about 2 years old - Sensorimotor

About the time the child begins talking to around 7 years old - Preoperational

About the time the child enters 1st grade until early adolescence - Concrete

Adolescence - Formal Operations

He believed that children learn by interacting with their environment actively and directly. He believed that a child's learning also goes through several stages: assimilation, accommodation, and equilibration. This is how they process new information and make it useable to them.

1902-1994 - Erik Erikson

Erikson's psychosocial theory (among others) has been a foundational concept in early childhood education for years. He emphasized that parents and educators are each integral in supporting and encouraging the success a child has in life at every psychosocial stage of development. By providing the support that is appropriate for the stage, it results in a positive learning experience. He also believed that older children's social emotional development goes hand in hand with the development and subsequent success of early childhood curriculum.

There are many other great minds that helped shape our educational system and lend a deeper understanding of early learning in children. It is well worth exploring this further when developing a personal teaching style.

Father of Early Childhood Education

The true roots of early childhood education are not entirely clear. There are several names that are noted when discussing the father, or founder, of early childhood education. The truth is many great minds have laid stones for that path. However, there are a few that rise to the top.

Martin Luther is often given credit for having one of the earliest ideas of educating children. In the 1500s most people were illiterate. Luther believed in universal education, emphasizing that it strengthens the person, the family, and the community. His belief that children should be taught to read on their own was so that they would have independent access to the holy scriptures in the Bible.

Jean Rousseau is another who is credited with being a founder of early childhood education - and he did provide some substantial contributions. Many of Rousseau's educational principles are still used in today's classrooms. His viewpoint was that education should be child-centered and provide unlimited experiences that are sensory-driven and practical. His belief that measuring, singing, drawing, and speaking should be incorporated into education is the reason that they are present in schools today.

Friedrich Froebel is another who is given a great deal of credit for his contributions to early childhood education and child care. He is believed to be the founder of kindergarten but his beliefs in how young children should be educated also impact today's classroom. Because of those theories, young children are taught through play in addition to more conventional methods, providing positive experiences for learning.

Theories of Early Childhood Education

There are many different theories of early childhood education. These theories have led to styles of education that are still seen in the classroom today. Several have become highly specialized teaching methods and even have their own accrediting bodies to prevent scams and keep schools from teaching the method improperly or not operating fully within the method.

These are some of the more popular methods that have been embraced by educators and are widely known by not only teachers and those involved in education, but also by parents and other laypersons. At the very least, many of the terms or names are recognizable.

Self-Directed Learning - Montessori | Maria Montessori

In the Montessori classroom, the focus is on the child interacting with the materials and the teacher is more of a facilitator as opposed to most traditional classrooms where the focus is on the child interacting with the teacher. Children learn by the experience of observing and doing various activities and tasks, including life skills like gardening, zipping, and cutting. Instead of being taught, they are led by the teacher to materials and activities that are suited for the child. In the classroom, children are free to move about, select activities, and pursue things that interest them at their own pace.

Classroom as the "Third Teacher" - Reggio Emilia | Loris Malaguzzi

This highly creative learning environment focuses on the child's interests and encourages intellectual development through creative outlets like painting, dramatic play, drawing, sculpting, working in clay, and conversing. The classroom is carefully designed with an emphasis on the look and feel which enhances the child's learning experience and is often called the "third teacher." The objective is to create a classroom that is stimulating, joyful, beautiful, and inviting. Teachers use photographs, videos, and notes to document the children's activities, remarks, and discussions. Learning is made visible this way and it gives parents greater insight into what their children are learning. Children learn that their work is valuable and important while teachers form stronger bonds with their students and get to know them better.

Plan-Do-Review Process - High/Scope | Dave Weikart and Connie Kamii

The High/Scope program operates on a play-based premise with learning geared to the child's current developmental stage. It is intended to promote positive experiences in learning and constructive processes that aim to broaden and grow emerging social and intellectual skills. High/Scope classrooms are made up of several learning centers that include math, building, music, science, dramatic play, writing, reading, art, and motor development. The educational style is the "plan-do-review" model. Each day the children discuss with the teacher how they will plan their day. They then follow their plan and, at the end of the day, review what they did with their teacher.

Hands-On Exploration - Waldorf | Rudolf Steiner

The Waldorf program is designed to educate with a whole-child approach ("head, heart, and hands"). Children are allowed to be children in this program because of its overarching philosophy that all phases of child development take time and there is time for them. It also asserts that the formal education of a child should not begin until after their 7th birthday. The learning in the program is hands-on and achieved by exploring many different avenues including singing, cooking, dress-up, storytelling, puppet shows, art projects, and play. Each group of children has the same teacher from preschool, up through eighth grade. The learning focus is on self-discovery and sensory exploration with an aim to instill a sense of responsibility and compassion in the children.

Learning by Doing - Bank Street | John Dewey

This developmental approach is based on Dewey's theory of "learning by doing." The focus is the child's growth physically, emotionally, socially, and mentally. Social skills are important, and it is definitely an area of interest in this program. In these preschools, the child actively learns by using experience to gain knowledge. The teacher operates in a facilitator capacity and the child sets the learning pace. The lessons taught are all hands-on activities like dramatic play, clay, puzzles, and building blocks.

How has ECE Changed Over the Years?

There was a time when early childhood education was more relaxed and informal. The children played and learned in an environment with little academic pressure and virtually no competition. Over the years, as education has become more formalized, these things have been introduced into the classroom.

Children are entering school as young as three or four years old. Often, they are required to sit quietly and learn via various exercises that are often typically only considered to be appropriate for older children.

As academic success has become more of a priority the push has been for better grades, earlier milestones, and more challenging metrics. However, many of the "old" programs that just let kids be kids, encouraging play as a teacher, and allowing for more creative, hands-on learning are a welcome sight.

Today is the best time to enter into education as a career. Whether you are seeking your bachelor's degree in early childhood education or your Master of Arts in Teaching, your time is now.

Are you interested in learning more about Early Childhood Education degree programs at Monroe College? Talk with us and request more information or apply today!

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Early Childhood Education History: Theorists & Theories

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Early childhood education has a very long & rich history with contributions from some of the greatest theorists in child development and education. Read on to learn more!

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Understanding and responding to behaviour

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Advice to help you support your child's emotions and behaviour throughout their development.

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COSC Approach: For Early Care Professionals

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For Early Care Professionals Professional Development >COSC Approach: For Early Care Professionals An Overview History For Early Care Professionals Tier 1: COSP Classroom Professional Learning Series Tier 2: COSC Coaching Training for COSP Facilitators COSP Classroom Master Course COSC Learning