A study on formulation of early childhood education teachers’ capabilities

to arrange the educational environment

SHIOJI Akiko, YUJI Hiroki, TAMURA Takahiro, KINOSHITA Mitsuji, FUJIHARA

Nobuhiko, SONE Naoto＊, and SASAKI Akira＊＊

(＊Naruto University of Education)

(＊＊Naruto University of Education Attached Kindergarten)

Key Words: early childhood education, teacher’s capability, and educational environment

1. Introduction

There are some forms of early childhood education in Japan. Kindergartens provide

three years of education to children between the ages of three and six years. Nursery schools

and center for early childhood education and care accept babies, infants, and children under

elementary school age.

In 2017, the course of study for kindergarten, nursery school, and center for early

childhood education and care was updated. By 2019 autumn, early childhood education for

children between the ages of three and six years became free. These facts highlight the rising

importance of early childhood education. Moreover, early childhood education is increasing

in complexity and diversity. Therefore, early childhood education teachers have important

roles to fulfill. Now, there are many young children who want to enroll in early childhood

education institutions, and to meet this demand, many new institutions as well as teachers

are needed. Even as experienced teachers retire, the numbers of new teachers are increasing.

The formulation of teachers’ capabilities is the need of the hour.

In Japanese early childhood education institutions, there are some types and

philosophies of education. Mainly, the child-centered learning philosophy is considered

important. Kindergarten children play freely and spend their time doing what they want to

196

do. They also enjoy group activities with their friends, as indicated by classroom teachers. In

Japan, the method of early childhood education is called “education through environment.”

Educational environment includes natural circumstances (various plants and insects), a

sandbox, outdoor play equipment, indoor play materials (Origami, blocks, and picture books),

and so on. Young children select the materials subjectively and play according to their

interests, experiencing many things with their friends. Meanwhile, classroom teachers try to

understand children’s thoughts and needs, set teaching materials along with educational

intentions and curriculum, and arrange the educational environment. In this educational

environment, teachers even play with their students, and help and educate them hospitably.

In fact, it is very difficult for teachers to acquire the capability of teaching young children

through the educational environment.

2. Previous studies and our pre-research

Previous studies on formulation of teachers’ capabilities and teacher training are

Kimura/Tamura/Tanimura (2017), Kimura/Hashikawa (2008), and Ueyama/Sugimura

(2015).

Our research team interviewed experienced as well as new teachers about how to arrange

the educational environment, and created a comic book and videos on early childhood

education and children’s play. Additionally, we published “The Learning Booklet,” which

included worksheets with pictures and case examples, in January 2019. We hope this booklet

can be used effectively to develop teachers’ skills.

197

< cover of the Booklet>

１ This is a classroom of 4 years old. What do you regard to place

materials children use for play?

2 What do you regard to place devices for manual training of 4 years

old?

3 There are various materials. What play can children create by

using these materials?

4 What do you regard when you display children’s arts that they

create during free play?

5 What do you regard when you arrange picture books?

6 Let’s think about “ the teacher’s intention of arranging

educational environment” and “ how do children play?”

7 Look over the picture below, and think how children played

before.

“The Learning Booklet” includes these questions about pictures

and case examples.

From the viewpoint of children

1 What is the thing that children are interested

in?

2 How did children work and act?

3 How did children feel?

4 What were the things that children found and

thought?

5 How did children have relationship with each

other?

From the viewpoint of teachers

1 What is the teachers’ intention to arrange

educational environment?

2 What is the teacher’s intention to react to

children?

3 How did you react to children on the case if

you were teacher?

4 What is the thing that you find newly about

this case example?

198

<top page of the videos on the web>

3. Research approach

This study aims to prove the efficiency of “The Learning Booklet” to formulate teachers’

capability to arrange the educational environment to accommodate related activities.

The research approach of this study is the questionnaire after we make lectures for early

childhood education teachers through “the Learning Booklet”. Research period is from April

to September 2019. Target persons for research are 129 kindergarten teachers, 19 nursery

school teachers, 107 center for early childhood education teachers, 1 educational committee

teacher, 40 university students and graduate students (including students who are in in-

service training in graduate university), and 15 others. Question items of questionnaire are

(1) I could learn perspective to arrange the educational environment, (2) I had interest of

learning children’s play and arrangement of environment through comic of early childhood

education, (3) many pictures of early childhood education are useful, (4) pictures of early

childhood education are appropriate to my education, (5) I would like to learn children’s play

and arrangement of educational environment through case examples, (6) I would like to study

by myself another part of booklet that are not referred on lecture , (7) “The Learning Booklet”

seems to be useful on my actual job. Participants answered these questions by five-point scale,

and described freely what they learned and thought through “The Learning Booklet”

199

4.Findings

<1> This study used the SPSS v. 26.0 package for data analysis. One educational committee

teacher, 40 undergraduate and graduate students, and 15 others were excluded in the analysis.

Figure 1 shows the percentage of booklets used in workshops held by lecturers and in in-

school teacher training. In workshops held by lecturers, Theory of Play and the Environment,

Environment <Indoors>, and There Were Beads (Coix lacryma-jobi) Here! were frequently

used. In the in-school teacher training, Environment <Indoors>, Theory of Play and the

Environment, and Environment <Outdoors> were frequently used. However, the use of case

examples and comics in early childhood education was low throughout.

Figure 1. Percentage of Use of Each Booklet

The duration of 60 minutes was the most frequent at 44.4%. Nearly 40% of training lasted

46.9

42.5

25.6

14.2

6.3

4.7

3.1

2.4

2.4

1.6

57.9

68.4

26.3

52.6

21.1

21.1

21.1

26.3

15.8

21.1

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0

Theory of play and the environment

Environment <Indoors>

There were beads(Coix lacryma-jobi) here!

Environment <Outdoors>

Dinosaur art

Let's run on the lawn

Cherry petals picture book

Comic of early childhood education

Fossil hunting

This sound of "Gasagasa" is good!

In-School Teacher Training(n=19) Workshops Held by Lecturers(n=255)

200

for 90 minutes or longer.

Figure 3 shows the percentage of training methods employed by teachers using booklets.

Discussion was the most frequent method at 68.4%. More than half of the respondents

implemented commentary and question-and-answer methods.

Figure 2. In-School Teacher Training Time for Teachers Using Booklets (in Percentages)

Figure 3. Training Methods Employed by Teachers Using Booklets (in Percentages)

30 minutes11.1%

40 minutes5.6%

60 minutes44.4%

90 minutes22.2%

120 minutes11.1%

180 minutes5.6%

15.8%

42.1%

68.4%

10.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Commentary Questions and Answers Discussion Other

201

Tabl

e1 M

edia

n [2

5%,7

5%qu

atile

] and

Mea

n (S

tand

ard

Dev

iatio

n) b

y Te

ache

rs o

f Eac

h G

roup

kind

erga

rten

teac

hers

nu

rser

y sc

hool

teac

hers

C

ECE

teac

hers

χ2

n=12

9 n=

19

n=10

7 (1

) I c

ould

lear

n pe

rspe

ctiv

e to

arr

ange

the

educ

atio

nal e

nvir

onm

ent.

mea

n(SD

) 4.

74(0

.44)

4.

50(0

.62)

4.

73(0

.45)

3.

11

Med

ian[

25%

,75%

] 5.

00 [4

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

(2) I

had

inte

rest

of l

earn

ing

child

ren’

s pl

ay a

nd a

rran

gem

ent o

f env

iron

men

t thr

ough

com

ic

of e

arly

chi

ldho

od e

duca

tion.

m

ean(

SD)

4.37

(0.7

3)

3.81

(0.7

5)

4.52

(0.7

4)

14.8

9**

Med

ian[

25%

,75%

] 4.

00 [4

.00,

5.0

0]

4.00

[3.0

0, 4

.00]

5.

00 [4

.00,

5.0

0]

(3) m

any

pict

ures

of e

arly

chi

ldho

od e

duca

tion

are

usef

ul.

mea

n(SD

) 4.

81(0

.42)

4.

83(0

.38)

4.

72(0

.54)

1.

30

Med

ian[

25%

,75%

] 5.

00 [5

.00,

5.0

0]

5.00

[5.0

0, 5

.00]

5.

00 [5

.00,

5.0

0]

(4) p

ictu

res

of e

arly

chi

ldho

od e

duca

tion

are

appr

opri

ate

to m

y ed

ucat

ion.

m

ean(

SD)

4.40

(0.7

0)

3.83

(0.7

9)

4.05

(0.8

7)

13.9

0**

med

ian[

25%

,75%

] 4.

00 [4

.00,

5.0

0]

4.00

[3.0

0, 4

.00]

4.

00 [3

.00,

5.0

0]

(5) I

wou

ld li

ke to

lear

n ch

ildre

n’s

play

and

arr

ange

men

t of e

duca

tiona

l env

iron

men

t thr

ough

ca

se e

xam

ples

. m

ean(

SD)

4.80

(0.4

2)

4.63

(0.6

0)

4.80

(0.4

2)

1.96

m

edia

n[25

%,7

5%]

5.00

[5.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

5.00

[5.0

0, 5

.00]

(6

) I w

ould

like

to s

tudy

by

mys

elf a

noth

er p

art o

f boo

klet

that

are

not

ref

erre

d on

lect

ure.

m

ean(

SD)

4.68

(0.4

8)

4.72

(0.4

6)

4.67

(0.5

1)

0.09

m

edia

n[25

%,7

5%]

5.00

[4.0

0, 5

.00]

5.

00 [4

.25,

5.0

0]

5.00

[4.0

0, 5

.00]

(7

) “Th

e Le

arni

ng B

ookl

et”

seem

s to

be

usef

ul o

n m

y ac

tual

job.

m

ean(

SD)

4.78

(0.4

5)

4.83

(0.3

8)

4.76

(0.4

8)

0.34

m

edia

n[25

%,7

5%]

5.00

[5.0

0, 5

.00]

5.

00 [5

.00,

5.0

0]

5.00

[5.0

0, 5

.00]

no

te: C

ECE:

cent

er fo

r ear

ly c

hild

hood

edu

catio

n n

:Num

ber

SD

: sta

ndar

d de

viat

ion

**

p <0

.01

Tabl

e2 M

edia

n [2

5%,7

5%qu

atile

] and

Mea

n (S

tand

ard

Dev

iatio

n) b

y Ea

ch g

roup

of Y

ears

of T

each

er E

xper

ienc

e

3 ye

ars o

r les

s 5-

9 ye

ars

10-1

9 ye

ars

Ove

r 20

year

s χ2

n=62

n=

61

n=71

n=

47

(1) I

cou

ld le

arn

pers

pect

ive

to a

rran

ge th

e ed

ucat

iona

l env

iron

men

t. m

ean(

SD)

4.72

(0.4

5)

4.69

(0.4

6)

4.70

(0.4

6)

4.82

(0.3

9)

2.70

m

edia

n[25

%,7

5%]

5.00

[4.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

(2) I

had

inte

rest

of l

earn

ing

child

ren’

s pl

ay a

nd a

rran

gem

ent o

f env

iron

men

t thr

ough

com

ic

of e

arly

chi

ldho

od e

duca

tion.

m

ean(

SD)

4.30

(0.8

7)

4.30

(0.7

0)

4.35

(0.7

7)

4.70

(0.4

6)

8.72

* m

edia

n[25

%,7

5%]

4.50

[1.0

0, 5

.00]

4.

00 [3

.00,

5.0

0]

4.00

[2.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

(3) m

any

pict

ures

of e

arly

chi

ldho

od e

duca

tion

are

usef

ul.

mea

n(SD

) 4.

67(0

.55)

4.

84(0

.37)

4.

75(0

.53)

4.

86(0

.35)

5.

19

med

ian[

25%

,75%

] 5.

00 [3

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

5.

00 [3

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

(4

) pic

ture

s of

ear

ly c

hild

hood

edu

catio

n ar

e ap

prop

riat

e to

my

educ

atio

n.

mea

n(SD

) 4.

02(0

.90)

4.

25(0

.81)

4.

32(0

.73)

4.

45(0

.67)

7.

05

med

ian[

25%

,75%

] 4.

00 [1

.00,

5.0

0]

4.00

[2.0

0, 5

.00]

4.

00 [2

.00,

5.0

0]

5.00

[3.0

0, 5

.00]

(5

) I w

ould

like

to le

arn

child

ren’

s pl

ay a

nd a

rran

gem

ent o

f edu

catio

nal e

nvir

onm

ent t

hrou

gh

case

exa

mpl

es.

mea

n(SD

) 4.

81(0

.40)

4.

77(0

.46)

4.

75(0

.47)

4.

89(0

.32)

2.

65

med

ian[

25%

,75%

] 5.

00 [4

.00,

5.0

0]

5.00

[3.0

0, 5

.00]

5.

00 [3

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

(6

) I w

ould

like

to s

tudy

by

mys

elf a

noth

er p

art o

f boo

klet

that

are

not

ref

erre

d on

lect

ure.

m

ean(

SD)

4.65

(0.4

8)

4.62

(0.5

9)

4.60

(0.4

9)

4.88

(0.3

2)

10.1

8*

med

ian[

25%

,75%

] 5.

00 [4

.00,

5.0

0]

5.00

[3.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

5.00

[4.0

0, 5

.00]

(7

) “Th

e Le

arni

ng B

ookl

et”

seem

s to

be

usef

ul o

n m

y ac

tual

job.

m

ean(

SD)

4.75

(0.4

3)

4.77

(0.5

0)

4.71

(0.5

1)

4.88

(0.3

2)

3.69

m

edia

n[25

%,7

5%]

5.00

[4.0

0, 5

.00]

5.

00 [3

.00,

5.0

0]

5.00

[3.0

0, 5

.00]

5.

00 [4

.00,

5.0

0]

n:N

umbe

r M:m

ean

SD: s

tand

ard

devi

atio

n

* p

< 0.

05

202

Tables 1 and 2 show the median and mean values for teachers from each group. In a

comparison made for the variables of teachers from each group and years of teaching

experience, the analysis was performed using the non-parametric test, known as the Kruskal–

Wallis test.

As a result, considering Statement 2, “I had interest in learning children’s play and

arrangement of environment through comics of early childhood education,” there were

significant differences between teachers from each group [χ2(2)=14.89, p<0.01] and

differences based on the length of teaching experience [χ2(3)=8.72, p<0.05]. The Steel–

Dwass test, which is a non-parametric, post-hoc test for multiple comparisons, has been used.

Kindergarten teachers scored significantly higher than nursery school teachers (p<0.01), and

center for early childhood education teachers scored significantly higher than nursery school

teachers (p<0.01). Teachers with careers spanning longer than 20 years scored significantly

higher than teachers with careers spanning 5–9 years (p<0.05).

Considering Statement 4, “Pictures of early childhood education are appropriate for my

teaching,” there was a significant difference between teachers from each group [χ2(2) =

13.90, p<0.01]. The results of post-hoc tests for multiple comparisons showed that

kindergarten teachers scored significantly higher than nursery school teachers (p<0.01), and

center for early childhood education teachers scored higher than kindergarten teachers

(p<0.01).

Considering Statement 6, “I would like to study by myself another part of the booklet that

is not connected to lecture,” there was a significant difference when considering the years of

teaching experience [χ2(2) = 10.18, p<0.05]. According to the post-hoc tests for multiple

comparisons, teachers with a career longer than 20 years scored significantly higher than

those with a career of 3 years or shorter (p<0.05) and teachers with a career of 10–19 years.

203

<2> We analyzed question items, two of which (items 6 and 7) were free-response questions.

We categorized and coded answers, deriving ten code names. Table 3 shows the ten code

names and answers from kindergarten, nursery school, center for early childhood education,

and educational committee teachers. These code names were “How to use the booklet,”

“Impression of the booklet,” “Difficulty with using the booklet,” “Significance of the booklet,”

“Significance of the pictures,” “Significance of the case examples,” “Significance of the

worksheets,” “Significance of the comic,” “How new teachers perceive the booklet,” and

“Request.” Regarding “How to use the booklet,” many teachers answered, “I want to use it

personally and slowly,” and “I want to discuss the case examples in a teachers’ workshop in

the preschool.” Because there are many pages with pictures and case examples, they want to

study it personally. On the other hand, there are no answers to questions in the booklet.

Teachers want to not only answer questions by themselves, but also discuss and exchange

ideas. Conversely, for “Difficulty with using the booklet,” teachers answered that they did

not have sufficient time to gather for discussions in the preschool. Teachers are very busy

because they have to teach and take care of children for long periods during the day.

Moreover, most schools have an inadequate number of teachers. This booklet is useful for

new teachers; however, they find answering questions by themselves difficult. It is important

for new teachers to make time to discuss teaching in preschool to improve their competencies

and skills. As this booklet is concise, it is useful for teachers’ workshops with limited time.

Regarding “Impression of the booklet” and “Significance of the picture,” teachers had good

impressions about the colored pictures and pages. They promoted teachers’ motivation to

learn and understand. For “Significance of the booklet,” teachers answered that it cultivates

educational viewpoint and improves educational environment by studying cases: “we could

think deeply because of the questions in the worksheets.” We want preschool teachers to

learn and study their own educational environment or teaching through this booklet.

204

Regarding “Request,” most answers are “they want answers to the questions.” When we

developed the booklet, we considered whether answers were needed or not. We concluded

that providing an answer limits preschool teachers’ thinking to one viewpoint. We think it is

important for preschool teachers to think widely and deeply, not just to know the “correct

answer.” However, we consider that preschool teachers do not have enough time to discuss

it at preschool. If answer examples are useful for each teacher, we have to reconsider it. In

addition, there are some opinions that teachers want to know case examples and pictures of

other aged groups. We want to make this our next assignment.

205

<Table3>

I want to refer to it, because I feel it difficult to teachchildren food and nutrition. I see the picture of educational environment that I havenever thought, and I want to refer to and practice it.It's useful for my education from now on.I want to use personally.It's useful to think slowly about ingenuity and intention ofone situation.I want to use it as self study because I can imagine thesituation from the case examples.I want to use it and discuss the case examples in ateachers' workshop in the preschool.I could see what I didn't know, and I want to utilize it.

It's easy to understand for new teachers.It's easy to understand and enjoyable for every teachers.It has arrangement of items to read slowly.It's easy to read by many times.It uses warm color,so makes me want to read.It's good to be written by big letters and color printed.

There are not enough numbers of teacher to discuss inthe small kindergarten.We did'nt have sufficient time to discuss in thekindergarten

It's useful to cultivate one's competency to understandI could confirm what was necessary for children's play.It gives us chance to think about educationalenvironment.It cultivates educational viewpoint by studying cases.We could think deeply because there are questions.It's good for me to know education in anotherkindergarten.It's useful to reflect my education, because it indicatesviewpoints of thinking and understanding.The movie is useful.This booklet is constructed to use instantly at workshopin the kindergarten.At first, we would do workshop by this booklet and then,we analyze our case.It gives us catalyst to reflect and improve my educationalenvironment.

How to usethe Booklet

Impressionof Booklet

Difficultthings to usethe Booklet

Significanceof theBooklet

How to use the Booklet

Impression of the Booklet

Difficulty with using the Booklet

Significance of the Booklet

206

Many color pictures are useful for me.

As seeing pictures, I want to imitate them.

I can understand children from case examples andI can consider children's thinking and teacher's intentionThe case examples are useful to think concrately fromthem.The case example is a scene that I have experiencedwhen I teach children.I can place my education on cases and pictures.

Significanceof theworksheets

I can reflect my thinking of what to do throughworksheets.

Significance of the worksheets

The comic is useful to understand teacher's indicationand development of children's playThe comic shows children's imagination of play, and Ifind children see scene like this.

It is difficult for me to understand intention ofarrangement of educational environment because I am anew teacher.I consider the case examples more deeply if I discusswith experienced teacher.The stage1 is easy for new teachers to understand.I hope that this Booklet is given to every new teacher.The comic is easy to understand for new teacher.

I would like to study the Booklet written about childrenbetween 0 to 2 years old.I want to see the case examples of 3 and 5 years oldchildren.I would like to study the next Booklet.I want the answer sheets.I want to know intention of teacher who wrote caseexamples.I want to know what I have to prepare and where I haveto place.The documentation and portfolio are necessary toimagine.I want items of reconstructing educational environments.I don't understand how to use underlines in the caseexamples.I want to know new case examples.

Significanceof the caseexamples

Significanceof comic

How newteachersthink aboutthe Booklet

Request

Significanceof thepictures

Request

Significance of the pictures

Signidicance of the case examples

Significance of comic

How new teachers perceive the Booklet

207

5. Conclusion

Most of mean of question items of questionnaire were high scores. This means that the

contents of “The Learning Booklet” are useful for every early childhood education teacher.

In particular, the evaluations of kindergarten teachers were significantly higher than other

groups.

As explained above, we found that the Booklet is useful to write the worksheets about

pictures and case examples in workshop between teachers and reflect their own education.

The main difference among kindergarten, center for early childhood education, and

nursery school teachers was that the photos and comics were not adapted to the nursery

school teachers for infant care. We would like to create a booklet based on the infant care

environment, and teachers with a career longer than 20 years stated that they would

appreciate the content of such a booklet. However, this Booklet may not meet the needs of

new teachers. We also have to examine what the needs for new teachers are to prepare the

ideal environment.

We receive JSPS grant 16K04552 for this research.

References

KIMURA Naoko, TAMURA Takahiro, and TANIMURA Hiroko, Study on Creation of the

Questionnaire Scale on "Practical Childcare Skills Standards (Relationships with Children)",

応用教育心理学研究 34(1), 17-26, 2017

KIMURA Naoko and HASHIKAWA Kimiyo, Development of a Scale of Abilities for

Successful Practice of Early Childhood Care and Education, 保育士養成研究 (26), 33-38,

2008

UEYAMA Rutsuko and SUGIMURA Shinichiro, Relation Between Preschool Teachers’

Experience, Frequency of Reflection, and Perception of Practical Skills, 教育心理学研究

63(4), 401-411, 2015

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Abstract

In Japanese early childhood education institutions, there are some types and philosophies

of education. Mainly, the child-centered learning philosophy is considered important. In

Japan, the method of early childhood education is called “education through environment.”

In fact, it is very difficult for teachers to acquire the capability of teaching young children

through the educational environment.

Our research team interviewed experienced as well as new teachers about how to arrange

the educational environment, and created a comic book and videos on early childhood

education and children’s play. Additionally, we published “The Learning Booklet,” which

included worksheets with pictures and case examples, in January 2019. This study aims to

prove the efficiency of “The Learning Booklet” to formulate teachers’ capability to arrange

the educational environment to accommodate related activities. Most of mean of question

items of questionnaire were high scores. This means that the contents of “The Learning

Booklet” are useful for every early childhood education teacher. In particular, the evaluations

of kindergarten teachers were significantly higher than other groups.

As explained above, we found that the Booklet is useful to write the worksheets about

pictures and case examples in workshop between teachers and reflect their own education.

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