Deciphering Japanese Early Childhood Education and Care from the Viewpoint of the Reggio Emilia Approach: Focusing on Young Children’s Subjectivity and Teachers’ Involvement

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  • レッジョ・エミリアの視点から読み解く日本の幼児教育 : 子どもの主体性と保育者のかかわりに着目して
  • レッジョ ・ エミリア ノ シテン カラ ヨミ トク ニホン ノ ヨウジ キョウイク : コドモ ノ シュタイセイ ト ホイクシャ ノ カカワリ ニ チャクモク シテ

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The purpose of this study is to decipher the characteristics of Japanese Early Childhood Education and Care (ECEC) from the viewpoint of Reggio Emilia in terms of young children’s subjectivity and teachers’ involvement. Specifically, I will discuss the characteristics of Japanese ECEC and the Reggio Emilia Approach relative to the children’s subjectivity and teachers’ involvement and examine their similarities. In doing this, I aim to decipher the characteristics of Japanese ECEC from the viewpoint of the Reggio Emilia Approach. As the results of this study made clear, the Reggio Emilia Approach and Japanese ECEC have similarities, in terms of how the curricula support children’s subjectivity and the suppression of teachers’ interventions. In addition, it was clear that Japanese ECEC emphasizes not only positive emotional experiences but also the negative emotional experiences of children.

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