Mamoru here means providing support to the child and promoting its development. It does not mean doing something instead of the child and keeping it at a distance from difficulties. Moreover, the adult should not intervene directly, but, while allowing the child to experience various things, the caregiver should take a step back, wait for the child’s resolution powers to be exhibited and oversee the child.
For instance, the caregiver should not remove hurdles or pick up a child who has just started walking to prevent it from toppling over or stumbling. The caregiver should ascertain the level the child can clear or the distance it can walk, while giving out a signal that he or she is there as a protector in case of a problem.
To do that, the caregiver does not need to be near the children or play with them, but should consciously keep a little distance from them and observe all of them so that he or she does not miss seeing which child to protect or the signal given by each child. Providing more than necessary support hampers the child’s capabilities to develop. However, when children want to be helped, observe the signals they give out and extend the assistance. And that is Mamoru.
Observe closely and then provide protection. If a strong relationship of trust is born through such an association, the child would realize that it is being ‘overseen’ and would start acting on its own to break away from the adult. Subsequently, the child would gradually start building relationships with other children and through these relationships, would grow in a major way by experiencing various issues. In this sense ‘being watched’ also means providing mental support.
「HOIKU」Heiji Fujimori
2012年8月9日
What is Miru in Mimamoru?
Till date, a good caregiver was considered to be one who connects with each child politely, plays with it and takes care of it painstakingly. However, would this amount to ‘watching’ the child? And is it good for the child’s development?
Before the child cries, reach out to it and resolve the problem in advance. Take the child to the toilet when it is time for the child to go there, thus allowing the child to spend time pleasantly. Does this mean ‘watching’ the child? Or is it self-contentment that I am looking after the child well? ‘Watching’ the child does not mean anticipating its desires. It means discerning its development.
‘Watching’ means to closely observe the child’s actions, ascertain its current stage development and evaluate the prospects of its development. ‘Watching’ does not mean ‘capturing the existence of an issue visually’ or ‘bringing it into view’. It means ‘observing’ and ‘judging’.
For instance, when a child emerges from the toilet, it does not mean that the caregiver should help it to put on its clothes; it means to ascertain what child can do on its own. It is the same with regard to playing and eating. Always observe closely and grasp each child’s capabilities and the development process. The basic approach is not to do what the child cannot do, but to provide precise support so as to promote the child’s development, because growth is not something that is acquired on the basis of teaching; it is acquired on the basis of self-initiated action.
「HOIKU」Heiji Fujimori
Before the child cries, reach out to it and resolve the problem in advance. Take the child to the toilet when it is time for the child to go there, thus allowing the child to spend time pleasantly. Does this mean ‘watching’ the child? Or is it self-contentment that I am looking after the child well? ‘Watching’ the child does not mean anticipating its desires. It means discerning its development.
‘Watching’ means to closely observe the child’s actions, ascertain its current stage development and evaluate the prospects of its development. ‘Watching’ does not mean ‘capturing the existence of an issue visually’ or ‘bringing it into view’. It means ‘observing’ and ‘judging’.
For instance, when a child emerges from the toilet, it does not mean that the caregiver should help it to put on its clothes; it means to ascertain what child can do on its own. It is the same with regard to playing and eating. Always observe closely and grasp each child’s capabilities and the development process. The basic approach is not to do what the child cannot do, but to provide precise support so as to promote the child’s development, because growth is not something that is acquired on the basis of teaching; it is acquired on the basis of self-initiated action.
「HOIKU」Heiji Fujimori
2012年8月8日
Why Mimamoru Childcare?
According to recent brain science research, an infant possesses several capabilities at birth. We human beings cannot choose the environment or capabilities we would like to be born with. Each human being is born with various capabilities so as to survive in any environment or adapt to living with any disability. According to another theory, it is more effective if these inborn capabilities are gradually curbed.
Till date, the general opinion of society at large, including the world of childcare, was that a child is like a blank canvass and childcare and education is similar to drawing various colours and lines on it. However, I am of the opinion that an infant is not a blank slate.
All living creatures have the ability to transmit their genes to their progeny. Various difficulties are encountered between the birth of a child and the time it produces offspring. However, mankind has survived because it has overcome these hurdles.
Further, according to recent research, human beings are said to be active living creatures by the time they are born. Hence, it is false to say that an infant is a passive creature who cannot do anything on its own or that it knows nothing, and that people have to do things for it. Among the capabilities that we are born with, we gradually lose those that are not necessary or other competing capabilities, while we continuously hone those capabilities that are necessary for us to survive. In this sense, we can say that childcare is also about helping a child to curb various capabilities smartly.
To be more precise, the role of a caregiver is not to draw lines on the blank canvass called a child but to assist the child in extracting the right colours to match its situation, and from the complex mix of colours and lines delete what is superfluous. The word ‘education’ in English is derived from ‘eduction’.
The approach of Mimamoru childcare is not to teach the child or give it something it cannot do, but to ‘educt’, bring out, and nurture the innate capabilities of the child. In my opinion, this is an important approach to achieve the proper shape of education.
「HOIKU」Heiji Fujimori
Till date, the general opinion of society at large, including the world of childcare, was that a child is like a blank canvass and childcare and education is similar to drawing various colours and lines on it. However, I am of the opinion that an infant is not a blank slate.
All living creatures have the ability to transmit their genes to their progeny. Various difficulties are encountered between the birth of a child and the time it produces offspring. However, mankind has survived because it has overcome these hurdles.
Further, according to recent research, human beings are said to be active living creatures by the time they are born. Hence, it is false to say that an infant is a passive creature who cannot do anything on its own or that it knows nothing, and that people have to do things for it. Among the capabilities that we are born with, we gradually lose those that are not necessary or other competing capabilities, while we continuously hone those capabilities that are necessary for us to survive. In this sense, we can say that childcare is also about helping a child to curb various capabilities smartly.
To be more precise, the role of a caregiver is not to draw lines on the blank canvass called a child but to assist the child in extracting the right colours to match its situation, and from the complex mix of colours and lines delete what is superfluous. The word ‘education’ in English is derived from ‘eduction’.
The approach of Mimamoru childcare is not to teach the child or give it something it cannot do, but to ‘educt’, bring out, and nurture the innate capabilities of the child. In my opinion, this is an important approach to achieve the proper shape of education.
「HOIKU」Heiji Fujimori
What is Mimamoru Childcare?
Mimamoru is a word one commonly hears or reads. It is the opposite of ‘do it for someone’ and I began to use this word in childcare when I felt the need to shift from ‘infant care which was getting closer to the model called mother’ or from ‘childcare that gave priority to the perception to teach something to children’ to ‘childcare that builds the environment for the natural development of children’.
An infant cannot suddenly start walking without first crawling. It is widely known that if there is an inadequate environment for an infant to crawl, the crawling duration is reduced and if the infant starts standing and walking earlier, there could be problems with that child’s subsequent growth. This is because, at each stage of development, every infant acquires certain elements that are useful for his or her subsequent growth. And some length of time is essential at each stage, to acquire these attributes. Hence, the caregiver should not lend a helping hand or hold an infant from behind so that the infant is able to stand faster but build an environment such that the infant can crawl sufficiently during the period when it must crawl. This would result in the child living the present in a better manner.
The progression from crawling to holding a support and standing, standing independently, and then walking, is a natural development process. To ensure such growth, space for each of these activities has to be made available. Further, at each stage of development, the child must have the motivation to perform an activity. If the child has the desire to crawl and get or touch something, or be cradled by someone, it will crawl in that direction. The ‘attitude’ to want to crawl is born only if there is a ‘motivation’. This sequence of ‘sentiment’, ‘motivation’ and ‘attitude’ is mentioned in the Guidelines for Centre-Based Care.
The caregiver needs to arrange not just a large enough area but an environment where the infant wants to crawl. And it is vital that this environment should not merely offer what the infant can do at the present. There should be challenges for the infant to want to stand on its toes. For instance, when the infant wants to grab something, the object should be slightly above the height the infant can reach and if the infant wants to be cuddled by the caregiver, he or she should stand at some distance. In order to closely observe the development of the infant and set tasks slightly beyond its development, one of the specializations that the caregiver must have is an understanding of the process of development.
Besides, the caregiver is also one of the elements of the child’s environment. If the child shows a sign that it is seeking the involvement of an adult, the caregiver must be able to notice it and respond suitably. To do this, it is crucial that the caregiver is not too close to the child but should be ‘watching’ the child from a distance. He or she should not ‘do’ what the child wants, while at the same time, he or she should not be a mere spectator. Closely ‘observing’ each child’s process of development, the caregiver must ‘watch’ and provide suitable ‘help’.
And that is mimamoru childcare.
「HOIKU」Heiji Fujimori
An infant cannot suddenly start walking without first crawling. It is widely known that if there is an inadequate environment for an infant to crawl, the crawling duration is reduced and if the infant starts standing and walking earlier, there could be problems with that child’s subsequent growth. This is because, at each stage of development, every infant acquires certain elements that are useful for his or her subsequent growth. And some length of time is essential at each stage, to acquire these attributes. Hence, the caregiver should not lend a helping hand or hold an infant from behind so that the infant is able to stand faster but build an environment such that the infant can crawl sufficiently during the period when it must crawl. This would result in the child living the present in a better manner.
The progression from crawling to holding a support and standing, standing independently, and then walking, is a natural development process. To ensure such growth, space for each of these activities has to be made available. Further, at each stage of development, the child must have the motivation to perform an activity. If the child has the desire to crawl and get or touch something, or be cradled by someone, it will crawl in that direction. The ‘attitude’ to want to crawl is born only if there is a ‘motivation’. This sequence of ‘sentiment’, ‘motivation’ and ‘attitude’ is mentioned in the Guidelines for Centre-Based Care.
The caregiver needs to arrange not just a large enough area but an environment where the infant wants to crawl. And it is vital that this environment should not merely offer what the infant can do at the present. There should be challenges for the infant to want to stand on its toes. For instance, when the infant wants to grab something, the object should be slightly above the height the infant can reach and if the infant wants to be cuddled by the caregiver, he or she should stand at some distance. In order to closely observe the development of the infant and set tasks slightly beyond its development, one of the specializations that the caregiver must have is an understanding of the process of development.
Besides, the caregiver is also one of the elements of the child’s environment. If the child shows a sign that it is seeking the involvement of an adult, the caregiver must be able to notice it and respond suitably. To do this, it is crucial that the caregiver is not too close to the child but should be ‘watching’ the child from a distance. He or she should not ‘do’ what the child wants, while at the same time, he or she should not be a mere spectator. Closely ‘observing’ each child’s process of development, the caregiver must ‘watch’ and provide suitable ‘help’.
And that is mimamoru childcare.
「HOIKU」Heiji Fujimori
2012年8月3日
No.255 あらためてテーマについて
今週の水曜日にはアメリカデーが開催され、ALT教諭をされている2名の方が来てくれました。アメリカのあいさつや歌を教えてもらったり、一緒にワイルドライスパンケーキを作って食べたり、昼ごはんも一緒にワイワイと食べることができました。保育園のことにも興味を持っておられる方だったので、少しですがアメリカと日本の乳幼児教育の現状とか課題についても話をすることができ、私も楽しい時間を過ごすことができました。偶然知り合った方たちなのですが、このようなつながりが保育園を中心に生まれていくことはなかなか楽しいことだと感じています。
あらためて保育園で設定しているテーマについて考えてみます。今年度はご存じの通り「世界を知る」ですが、その前は「自然」や「地域」もテーマとして取り上げてやってきました。このようにテーマを設定することについてはいくつか意味がありますが、その中で「視点を変えてみる」ということに最近特に注目しています。当たり前のことですが、自然をテーマにしていたときは自然について、地域をテーマにしていたときは地域について、いつも以上に深く考えることになるので、子どもたちに何かを提示するときにも今まで思いつかなかったようなことが出てきたりします。視点を変えることで、楽しさの幅が広がっていく感じです。
誰にでも得意な分野と不得意な分野があります。それぞれの得意なことを生かしていくことでみんなの不得意はカバーできる、そんな風に考えている訳ですが、得意ではないかもしれないけど、あえてみんなで１つのことに目を向けてみることもおもしろいと思っています。いつもの自分の視点から少し離れてみて、全く違う視点をもって自分の周りの日常をながめてみると、今まで体験したことのないワクワク感を味わうことができたりします。そんな体験を子どもたちと一緒にできれば楽しいだろうなあと思っています。
得意不得意はちょっと置いといて、子どもに関わる大人が幅広く興味を持つことは、子どもの興味関心を広げるためにも大事なことです。草木、星空、季節など様々な分野に興味を持てる環境をつくり、子どもたちが楽しさの幅を広げるきっかけをつくってあげたいと思います。
8月のアメリカが終われば、ロシア、中国と続きます。お楽しみに。
あらためて保育園で設定しているテーマについて考えてみます。今年度はご存じの通り「世界を知る」ですが、その前は「自然」や「地域」もテーマとして取り上げてやってきました。このようにテーマを設定することについてはいくつか意味がありますが、その中で「視点を変えてみる」ということに最近特に注目しています。当たり前のことですが、自然をテーマにしていたときは自然について、地域をテーマにしていたときは地域について、いつも以上に深く考えることになるので、子どもたちに何かを提示するときにも今まで思いつかなかったようなことが出てきたりします。視点を変えることで、楽しさの幅が広がっていく感じです。
誰にでも得意な分野と不得意な分野があります。それぞれの得意なことを生かしていくことでみんなの不得意はカバーできる、そんな風に考えている訳ですが、得意ではないかもしれないけど、あえてみんなで１つのことに目を向けてみることもおもしろいと思っています。いつもの自分の視点から少し離れてみて、全く違う視点をもって自分の周りの日常をながめてみると、今まで体験したことのないワクワク感を味わうことができたりします。そんな体験を子どもたちと一緒にできれば楽しいだろうなあと思っています。
得意不得意はちょっと置いといて、子どもに関わる大人が幅広く興味を持つことは、子どもの興味関心を広げるためにも大事なことです。草木、星空、季節など様々な分野に興味を持てる環境をつくり、子どもたちが楽しさの幅を広げるきっかけをつくってあげたいと思います。
8月のアメリカが終われば、ロシア、中国と続きます。お楽しみに。
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