2nd grade special activities learning instruction plan

instructor Kimio Karashima

１ Subject name Let's hold a programming presentation party !

２ Goal of this subject

（１）Students learn about the significance of programming activities and presentation party activities.
Children will learn how to act when they ask their friends what they do not understand during
programming activities, and when children tell their friends about their good points at a presentation
party. （knowledge and skills(K)）
（２）Through programming activities, children can consult with their friends and work together to solve the
problems they have set themselves.
While watching and enjoying their friends' works at the presentation party, children can find and convey
the good points of their friends' works.
Children acquire programming thinking, expressiveness, and creativity through creating programming
works that they themselves can work on with passion. （Ability to think, judge, express, etc.(T)）
（３）Through the creation of programming works that children themselves can work with passion from the
bottom of their hearts, children tenaciously pursue what they like and take a step towards self-actualization.
Through the experience of seeing their friends' works and having their own work seen at presentation
parties, children find good qualities in each other, form better human relationships, and increase their self-
esteem. （Willingness to learn, humanity, etc.(W)）

３ About the subject

（１）view of the subject

This subject is class activity (2) B "Formation of better human relationships" and (3) "Each individual's
career development and self-fulfillment" of the Elementary School Course of Study Special Activities,
Elementary School Course of Study Commentary General Rules Volume 3 Chapter Section 3, 1 (3) “Use
of computers, teaching materials, and teaching tools, experience of basic computer operation and
programming” will be dealt with.
In this subject, using the programming environment Scratch and Viscuit, children create their favorite
works according to their interests. In addition, we will hold a presentation party to introduce the created
works and enjoy them.
When creating works, students should be able to use materials that each child feels genuinely attached
to, such as characters, backgrounds, and music. By doing so, it is thought that the motivation for creation
will increase, and the motivation for children to find their own challenges, such as wanting to move their
favorite characters or create stories, will increase. In addition, we hope that this will lead to the
development of non-cognitive abilities, such as tenacity, by instilling in children the desire to create works
using their favorite materials. We also want to nurture creativity, independence, thinking, problem-solving,
and expressiveness while tenaciously and passionately creating works in accordance with the issues set by
the children themselves. We believe that as children pursue what they like, they will deepen their thoughts
and awareness of what they like, and it will lead to a step towards self-actualization.
At the work presentation party, we would like to raise the self-esteem of the children by having them
enjoy looking at the work they are attached to and telling them the good points. In addition, we want to
 help children build better relationships with their friends by enjoying them and finding and telling them
their good points.
According to Mitchel Resnick of MIT, who developed Scratch, a key force in a rapidly changing society
is the ability to think and act creatively. And the best way to nurture creativity is to help people work on
passion-based projects in a playful way with their peers (The Four P's). Based on this idea, Scratch is a
visual programming language developed at the MIT Media Lab with the aim of fostering creative thinking.
Children can program by combining colorful blocks to create animations, games, picture books,
presentations, etc. Children can freely choose from a wide variety of backgrounds, move various
characters, make them say something, and make sounds. They can also browse works created by children
around the world and use the characters and music used in those works.
Viscuit is a simple programming language developed in Japan that even kindergarten children can
handle. Although the images and sounds that can be used are more limited than Scratch, children can
easily move the characters they have drawn by themselves, and can easily create animations, games,
picture books, and the like. Since the target age for Scratch is 8 years old or older, and it is possible that
there are children who find Scratch difficult, we considered using Scratch and Viscuit together.
We believe that setting Scratch and Viscuit as the environment for activities is suitable for the
composition of this subject, in which children set their own tasks and create works using their favorite
materials.

（２）Actual situation of children (28 enrolled students)

There are many active children, and there are many children who want to express their thoughts and ideas,
such as raising more hands than they can name in any class. Also, many children are friendly and have a
strong desire to help their friends in need.
On the other hand, there are many children who are very self-centered and want to act according to their
own ideas. In addition, it was common for children to react hypersensitively to their friends' bad words and
behavior, and to report bad words and actions to their teachers. Some children have narrow friendships and
are unable to talk to friends with whom they are estranged.
Therefore, in addition to giving a lot of praise at every opportunity, I encourage students to improve their
self-esteem by encouraging them to use thoughtful language, play with the whole class, group encounter
activities, class meetings based on Adler psychology, and mutual teaching activities. We have repeatedly
carried out activities to enhance the sense of contribution to others and the sense of belonging, improve
relationships among children, and enable them to spend their time with more peace of mind and enjoyment.
I want to talk about the programming aspect. At the beginning of the school year, there were only about
three children with programming experience such as Scratch and Viscuit, and many of them had little
experience operating computers. and learned about basic operations. Most of the children were enthusiastic
and enjoyed the activities, but some children lacked self-esteem and felt that they were not good at activities
in which they thought for themselves and created something, so consideration was necessary.
Although the number of behaviors and quarrels that hurt others is decreasing, through this unit, in addition
to nurturing programming thinking and creativity, children's self-esteem and sense of belonging will be
enhanced, and relationships between children will be further improved. By creating opportunities to
effectively recognize each other's strengths, we hope to make sure that each child takes a step towards self-
actualization.

（３）how to teach

In this subject, I would like to think about ways to achieve goals based on the four basic principles "The 4
P's" for children to grow as creative thinkers found by Mitchel Resnick, who developed Scratch.
 〇 The 4 P's

Seymour Papert, a student of Jean Piaget and one of the founders of the MIT Media Lab, derived a
learning theory called constructionism based on Piaget's theory of cognitive development. It is a learning
theory that states that "children learn best when they are willing to create things that are important to them."
A disciple of Papert and the creator of Scratch, Resnick takes constructivism a step further and teaches four
basic principles for developing children as creative thinkers: the 4 Ps (Projects, Passion, Peers, Play). The
best way to nurture creativity, he says, is to "help people work on passion projects in a playful way with their
peers." Below, I would like to look at the “4Ps” in order.

〇 Projects

A project is a unit of work in Scratch. Whenever a child tries to create something in Scratch, that work is
called a project. Scratch is the digital equivalent of Lego bricks.

Lego bricks allow children to build their own homes and castles rather than simply playing with pre-
built homes and castles. Scratch lets you program your own stories and games, not just interact with
pre-made stories and games.1

Resnick hopes that children will "discover and solve problems (issues) by themselves" through creating
works with Scratch as follows. "What kind of project should I make? How can I improve it? What should I
share with other children?"
One of the educational methods strongly influenced by Resnick, who fosters creative thinkers and
advocates a transition to a creative society, is the Reggio Emilia approach (hereafter referred to as Reggio).
In Reggio, which employs project-based learning, teachers seek to unleash children's natural curiosity and
creativity, drawing out their analytical, expressive and problem-solving skills. For that reason, teachers do
not give instructions such as what to do and how to do it. Also, they don't let their children do goal-oriented
tasks.2 With the help of their teachers, the children of Reggio come up with the problems they want to solve
and the activities they want to work on according to their own interests, and engage in them with enthusiasm.
The beauty of Scratch and Viscuit is that each child can create their own projects that interest them. This is
the difference from a puzzle-type programming learning app with a predetermined goal. In this unit, we
would like students to think about what kind of work they want to create and work on project learning to
solve it themselves.
What is important in project learning, in which children make their own assignments, is how to make
assignments that children are enthusiastic about. I believe that the most important way to do this is to allow
each child to use material that they find truly interesting, which I will discuss in the next section, "Passion." I
think another important step is to let children know what kinds of things they can create with Scratch. To that
end, we will introduce sample projects of various genres such as stories, games, and animations that
stimulate children's imagination. In addition, we will introduce the projects created by the students in the
class using the Kaeri no Kai(Short class activities before leaving school). In this way, the children are
informed of what they can make, and they are motivated to try it themselves.
At the stage where the knowledge and skills are still lacking for free creation, it is necessary to work on
common tasks for mastering introductory operation methods. Even in such cases, care should be taken to
avoid lengthy, complex, and descriptive questions, such as step-by-step instructions. This is to ensure a
certain degree of freedom, draw out children's curiosity, discoveries, surprises, desires to take on challenges,
etc., and enhance motivation and creativity.3
I would like to think about the most important thing here to bring out the independence of children. Where
does Reggio's power come from to create children full of independence who face their own challenges with
proud expressions and shining eyes? I think that it is in the image that the teacher has for the child.

1 [Resnick, 2017]p.91
2 [Milani, 2017]p.35,38
3 [Sylvia Gary, 2013]p.81
The requirements for “What is a good question?” are as follows: 1. Brevity 2. Looseness 3. Unrelated to evaluation is
mentioned.
 Our image of a “child” is strong, dynamic, capable, and eager to connect with other children and
adults. They observe things, accumulate experiences, formulate hypotheses, derive answers, express
them in various words (not limited to vocal expressions), and have the ability to connect with this world
through them. …Depending on the answer to this question (what kind of image we have of children), the
way we treat children will change greatly. It has a huge, even decisive, impact on children who are going
through a very sensitive period.4
Ideas that come from children must be respected, and teachers must be committed to giving those
ideas a path to their continuation.…Wait for your child to grow with the materials and opportunities that
will help them to deepen their knowledge and the fruits of their inquiry. 5

What does each child want to do in the Scratch environment, which can incorporate all kinds of subjects
from around the world, whether it be academics, anime, games, or environmental issues? what do you like
What do you want to pursue and express in front of your friends and teachers? It all starts with the belief that
such thoughts should be rooted in every child. Bringing out such thoughts, watching with affection and
respect the children themselves as they shape their thoughts, and providing them with the necessary
materials, tools and information. Also, once the work has taken shape, I would like to make suggestions and
ask questions, and help the child to create a work that expresses the child's thoughts more strongly and richly.

〇 Passion

According to Papert, you learn better when you learn while doing something you genuinely enjoy. And we
learn best when we use what we have learned to create what we really want.6 Children gain a lot through this
kind of passion-driven learning. First, children can learn how to learn. No one in society or life can teach
children everything they need to know. Children can learn that they must manage their own learning. Also,
they gain self-esteem by engaging in challenging work. They also learn perseverance by working on projects
that make them stick.7 Children also learn that failure is essential. And projects filled with children's passion
and commitment can create long-lasting memories in children. Experiences in special activities will become
unforgettable memories even when they grow up, and when children leave for society, they will create a
better group and society, make friends, and deepen their bonds while developing what they love. In other
words, it becomes the foundation for enjoying life.8
Resnick developed Scratch around the "wide wall" philosophy to allow all children to work on projects
based on their personal interests and passions. Because kids have different passions, he designed Scratch to
support a wide variety of projects, including games, interactive stories, art, music, animation, and
simulations.9
Scratch also makes it easy to incorporate images, sounds, and music from other websites into your
creations. You can also borrow characters, images, backgrounds and sounds from projects created by children
around the world. You can also easily "involve yourself in the project" using the camera and microphone on
your computer. An easy-to-use paint editor makes it easy for kids to draw their own characters and
backgrounds and incorporate them into their creations.10
In this unit, we would like to make full use of the above functions of Scratch as much as possible. In order
to do so, it is necessary to make children truly feel that they want to create projects such as games, stories,
art, music, etc., that they want to create them, that they can create them, and that they want to create them
using that character. First, a work using a character that is popular among the children in this class is
presented on a large TV, and the program is actually run to introduce it. At that time, try to introduce a wide
variety of works such as games, stories, music, etc. Then, teach children how to incorporate popular
characters and voices into their own work. In addition, I would like to prepare several books in the classroom

4 [Milani, 2017]p.52
5 [Milani, 2017]p.90
6 [Sylvia Gary, 2013]p.98
7 [Sylvia Gary, 2013]p.110
8 [Sylvia Gary, 2013]p.89 [National Institute for Educational Policy Research, 2018]p.7
9 [Resnick, 2017]p.119
10 [Resnick, 2017]p.141
 that show the types of works that can be created and how to make them, so that they can read them during
reading time.

〇 Peers

Resnick describes learning with peers as follows:

Most thinking is done in relation to other people. So we share ideas, get feedback from others, and build on each
other's ideas. …But in many cases, the school decides what students should do and who they should do it with. In
contrast, at Clubhouse, our top priority is to have 'passion' and perform with 'friends'. They don't just work
together, they work on projects that interest them. Clubhouse members are not assigned to any team. Instead,
teams meet without commitments and work on amalgamating common interests and projects. The team is
dynamic, flexible, and evolves to meet the needs of the project and the interests of its participants. 11

Resnick's policy on collaboration has something in common with Reggio's policy on collaboration.

Children, like us adults, have many different interests. So, of course, it's not always possible to share
the same interests with the same friends. As such, the small groups for children's 'work' are not always
fixed, as determined by the teachers. Children can form new groups according to their individual or
collective interests and needs. What's more, working in small, flexible groups creates close relationships
and diverse interactions between children and between children and teachers. It encourages the child's
overall development.12

Learning in a fixed group decided by the teacher also has learning that can be obtained from that grouping.
The goal of this study is to be able to cooperate and get along with any friend by finding good points in every
friend. Of course, such learning is also important, but the main point of this unit is that each child tackles
their own challenges with true passion, nurtures their creative thinking ability, realizes their uniqueness, and
takes a step towards self-actualization. In addition, the issues pursued by children develop and change
according to their awareness and interests. Based on these things, I would like to promote activities based on
the Resnick/Reggio view of collaboration in the creation of works.
Here, we would like to see an ideal form of collaboration in project learning through flexible grouping.

(When a child's project is stuck for some reason）Other students often have great ideas for
completing projects. They will be happy to participate and support each other. Not because they have
to, but because they want to. Most really great projects started out as a single student's idea and ended
up as a small group or whole class project.13

I would like to consider the necessary measures to broaden and deepen communication between children
in project learning through flexible grouping. First, we set the phrase "ask three friends before asking the
teacher" to promote communication among children. Knowing the expertise of others and knowing when to
collaborate is an important modern skill. I would like to repeatedly convey to the children the importance of
being able to ask someone who might know what they want to know. Also, I want to teach children how to
teach. I will tell them how to respond politely and warmly without hurting their friends, and how it is
important to teach them how to do things instead of doing it for them.14 And I always want to be conscious
of connecting children.15 I would like to help children broaden and deepen their relationships according to
their interests and needs, by introducing children who like the same character to each other and introducing
children who have certain knowledge. In this class, there are many children who have narrow friendships and
are unable to talk to their estranged friends. I would like to play the role of a coordinator who connects
children with each other. In addition, I would like to take advantage of opportunities such as kaeri no kai to

11 [Resnick, 2017]p.162-164
Clubhouses are programming clubs run by Resnick around the world.
12 [Milani, 2017]p.173
13 [Sylvia Gary, 2013]p.86
14 [Sylvia Gary, 2013]p.239,260
15 [Resnick, 2017]p.197
 introduce children's works and encourage the spread of projects such as "I want to try it too. How should I do
it? Tell me!"
This unit is a class activity, and the goal is for children to find and share their good points with their
friends, and to increase their self-esteem by having their friends recognize their good points and hard work.
For this reason, the opportunity to see the work is indispensable for this unit. In addition, we cannot overlook
the fact that the act of having a friend look at it motivates the children to create their own creations.
In this subject, children are grouped according to their own interests and needs, so the communication that
children experience through creating works tends to be limited and similar to their daily interactions. For this
reason, at the presentation party held by the whole class, the teacher wants to intentionally broaden and
deepen the relationship between the students, such as by specifying to some extent the people who will see
the work and convey their impressions.

〇 Play

"Play" occupies an important position in learning to foster creative thinking. Resnick, in his book,
mentions Fröbel's words as follows.

Fröbel realized that … children are most creative and productive when they are engaged in playful,
imaginative activities.16

Also, there is the following passage from "Invent to learn", one of the publications that Resnick was
strongly influenced by.

Abraham Maslow's "Almost all creation involves deliberate play" and Benjamin Spock's "Children love
play not because it's easy, but because it's hard." It shows that they understood play as fun, creative, and
attentive at the same time. Play is not a frivolous waste of time. Children are learning when they are
immersed in play. Its passion, momentum and timelessness are a reflection of Tinkering's work.17
… Tinkering is when your curiosity, fantasy, and imagination guide you to do things you don't know
how to do. There are no instructions for tinkering. There is no right way, no wrong way, no failure. It has
to do with understanding how things work and reworking them.
The harmonious functioning of multiple machines, unusual contraptions, and irregular objects is at the
heart of Tinkering, a process that combines play and investigation. 18

Resnick also goes so far as to emphasize the importance of tinkering, saying that it is an important
component of scientific research.

From Leonardo da Vinci to Alexander Graham Bell, Barbara McClintock and Richard Feynman, many of
the greatest scientists and engineers of all time considered themselves tinkerers. Yet people often seem
to think that all scientists are planners. Because when you read scientific papers, every step seems to be
carefully pre-planned. But studies of scientists working in laboratories reveal that they do much more
tinkering than their papers say.19

In programming learning situations using Scratch and Viscuit, children often come to show teachers
gleefully that they have experimented with combinations of certain programming blocks and found
interesting shapes, colors, and movements. In addition, there are some works that have stopped at such a
level in works that have just started learning. However, considering the concept of tinkering and its

16 [Resnick, 2017]p.30
17 [Sylvia Gary, 2013]p.45
18 [Sylvia Gary, 2013]p.44
19 [Resnick, 2017]p.235
 importance, I would like to not underestimate whether children are just playing, or whether making such a
thing leads to children's learning. I would like to encourage children to find and challenge the next task by
sympathizing and accepting their thoughts, saying, "It's interesting and beautiful."
There is also an important recognition of “failure” lurking here. Whether it's scientific research or any kind
of creative problem-solving, failure is inevitable. However, if we can investigate the cause each time, repeat
tinkering even if things do not go according to plan, and reach a solution to the problem, failure in the
problem-solving process will no longer be a failure. Resnick says:

If you are not prepared to make mistakes, you will never create anything that can be called original.
…To help children grow as creative thinkers, we need to create an environment in which they feel safe
to make mistakes and learn from them. That's one of the reasons why kids are so excited about learning
to code.
…programming is tolerant of mistakes. Cutting a piece of wood in half or nailing two pieces together
is difficult to fix later. In programming, it's easy to undo what you've done. It's easier to recover from
mistakes, easier to fix, easier to try again.20

While introducing the anecdote of Thomas Edison, I would like to convey the importance of not being
afraid of failure and not giving up through programming activities.

〇 evaluation

I would like to create a digital portfolio to evaluate qualities that are difficult to quantify, such as the
ability to interact with friends, expressiveness, creativity, and non-cognitive abilities. Paste the image of the
work into a digital notebook (OneNote) on Microsoft Teams, and let the children write what they want to
write, such as what they worked hard at making, what they wanted to convey, what they did well, and what
they liked. Also, have them write about the things they cooperated with and taught each other. Since Romaji
is untrained and touch typing cannot be used, characters are entered using the Windows 10 standard function
flick input (the same character input method as smartphones). Since it takes time to enter characters, even a
small number of characters will be a valuable record. Using digital notebooks on Teams has the following
advantages.

・Easy to paste images

・Both students and teachers can access and edit (correct) at any time (access is not possible from other
students)
・ Parents can view and directly see the efforts in the class and the efforts of their children
・ Permanent storage as a digital file is possible
・We can share it with other children by presenting it on a large TV or printing it out and putting it up in
the classroom.

In creating a digital portfolio with this subject, I would like to refer to the practice called documentation of
the Reggio Emilia approach.

Documentation is defined as ``the activity of creating and collecting records about practices practiced
with children,'' and it becomes ``a means of active involvement in the day-to-day educational process.''
…Teachers at Reggio Emilia do not teach what teachers want to teach, but explore with their
colleagues what the children are trying to learn from the documentation, and then think about
education on that basis.
…In Reggio Emilia, documentation allows teachers to share their learning with each other, with
children themselves and with their families. It is believed that the process of learning and teaching will
be reworked and deepened by many people bringing together different points of view and discussing it.

20 [Resnick, 2017]p.248
 At the same time, what is important is that education is not monopolized by the homeroom teacher, but
that documentation is an opportunity for everyone involved to participate in the education and become
a party to jointly construct it. Documentation, which provides a place to listen and discuss children's
learning, including the children themselves, is also regarded as a "public place" to practice and nurture
participatory democracy.21

In this unit, children set their own tasks and create works based on their interests. Therefore, which
grammar of programming is learned at what timing, and in what form the ability to relate to friends is
required varies from child to child. We hope that the portfolio will help us visualize the flow of thoughts and
feelings of the child, grasp what the child likes, what he/she wants to convey, and the direction in which
he/she may grow, and provide appropriate advice and proposals. I also think that it would be ideal if we could
examine this kind of educational process together with fellow teachers.
By sharing portfolios among children and parents, as educators at Reggio Emilia do, children can inspire,
influence, motivate, and share knowledge, skills, and ideas with each other. can be expected to spread. For
parents, we can respond to their desire to know what their child is doing at school. Parents will also give their
children approval, guidance, and praise. In addition, there is a possibility that parents will use their resources
such as ideas and teaching techniques to help them.
Online applications such as Microsoft Teams have the potential to do the above with less effort. We would
like to do it within a reasonable range while fully considering security issues and the impact on the entire
school and grades.

４ Subject teaching plan (10 hours(flexible))

○ is an evaluation scene that will be used in instruction, ◎ is an evaluation scene that will be recorded
C: Contents of support for children whose evaluation is C on a 3-step evaluation
Pha
Unit Learning content/activities
se
１ １ Move your favorite character
２ with Scratch.
・Have a rough idea of what
you can do with Scratch.
・Know the characters and
backgrounds you can choose
from, and know how to move
them and how to change their
appearance.
・Create a program that uses
simple commands such as
moving characters, changing
colors, and making sounds.
Points to keep in mind when teaching Evaluation method
K T W
【means of evaluation】
〇 ・It is a subject with a certain degree of freedom to
increase motivation.
・Introducing some characters, voices, and backgrounds
that can be used on Scratch and explaining how to
create them will increase interest and motivation.
・On the blackboard, easy-to-use command blocks are
posted in the same color and shape as they appear on
Scratch, making it easy to remember the operation.
・Instruct students to ask questions and teach each other.
T：Using one of the commands posted on the
blackboard by the children, the student can
create a work that moves a character.
Ⅽ：The teacher asks the children which
characters they want to use and how they
want to move them, and teaches them where
to place commands and how to use them to
make their dreams come true.
【work, observation】

２ ３ ◎ ◎ ◎
Create work you really love.
～
９ ・ Make sure the children are
・Set "Listen to 3 people in front of the teacher" as a
paying attention.
rule.
・Repeat to the students the importance of being able to

21
[The Center for Early Childhood Development,Education,and Policy Research, 2021]p.51

・ Create works that children
love.
・ Students save their work
and write retrospectives in
their digital portfolios.
ask someone who is likely to know what they want to
know.
・Repeat how to respond politely and warmly without
hurting your friends when teaching each other.
Reiterate the importance of teaching how to do things
rather than doing things for them.
・Do not give instructions such as what to do. Also, don't
let them work with a set goal.
・Continuously convey the importance of trying again
and again without fear of failure.
・Always keep in mind that every child has feelings they
want to express, and watch them with love and respect
as they shape their thoughts. We will provide the
necessary materials, tools and information for that
purpose.
• Teach children how to incorporate characters and
voices into their own work.
・Prepare several books in the classroom that explain the
types of works that can be created and how to make
them.
・Always be aware of connecting children by introducing
children who like the same character, or by introducing
children who have a certain kind of knowledge.
・For children who cannot talk to their estranged friends
themselves, support them by helping them tell their
friends, "I don't know XX, so please tell me."
・When children seem to be enjoying tinkering, the
teacher sympathizes with the fun and beauty of the
phenomenon and accepts their feelings. encourage
them to challenge themselves.
・Paste an image of the work and have the students write
what they want to write, such as what they worked hard
at making, what they want to convey, what they did
well, and what they like. Also, have them write about
what they have done with their friends and how they
have taught each other.
T: Children consult with their friends and teach each
other how to solve problems that they have set for
themselves.
Ⅽ: The teacher provides support by helping to tell
a friend, "I don't know XX, so tell me."
【portfolio, observation】
T: Children create works by combining necessary
materials and symbols in order to solve the
problems they set themselves.
Ⅽ: The teacher sets a simple common task
(workshop) with a certain degree of freedom
to help the students master the basic
operations.
【Work, Observation】

T: Children create programming works using their own

ideas and thoughts, using their favorite characters
and voices.
Ⅽ: The teacher asks the children which character
they want to use and how they want to move
it, and teaches them where to place and how
to use commands to realize their thoughts.
【Works, Portfolio, Observations】

W: Through creating programming works, children

tenaciously pursue what they like and deepen their
thoughts on what they like and what they have
achieved.
Ⅽ: The teacher asks the children what their
favorite character or play is, and suggests
works that they can create based on that.
【Works, Portfolio, Observations】
 ３ 10
Host a programming party
and get to know everyone
better.
・In order to prevent some children from not seeing the
・Students will go to see their
work, and to deepen the relationship between children
friend's work and try to who do not usually interact with each other, the teacher
move it. will specify to some extent the person to whom the
・Students write a letter about work will be viewed and to whom the letter will be
what they find interesting or handed.
amazing about their friend's ・When writing a letter, ask students to write in detail
work and give it to them. what they found interesting about their friend's work.
・Students have their friends
look at the work and share
their impressions of T: While watching and enjoying their friends' works at
receiving the letter. presentation parties, children find good points in
their friends' works and tell them about them in
letters.
Ⅽ: If the content of the letter is poor, the teacher
asks questions such as what was interesting
about the friend's work, and helps the pupils
to make their thoughts concrete.
【Contents of the letter, observation】

W: At the presentation party, the children go to their

friends to see the works, let them play with them,
and try to deepen their exchanges.
Ⅽ: For children who are having trouble talking to
their friends, the teacher teaches them how to
ask for something, goes with them to see the
work, and acts as an intermediary to deepen
their interaction.
【Observation】

References
JIREA（Japan Institute for Reggio Emilia Alliance）. (2020). JIREA. 参照先: JIREA: https://jirea.jp/

MilaniAlessandra. (2017). レッジョ・アプローチ 世界で最も注目される幼児教育. 株式会社 文藝春秋.

National Institute for Educational Policy Research. (2018). 小学校学習指導要領準拠 みんなでよりよい学級・学校生活をつくる特別活動 小学校編.

ResnickMitchel. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. The MIT Press.

SylviaLibowMartinez, GaryStager. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press.

The Center for Early Childhood Development,Education,and Policy Research. (2021). 保育の質を高めるドキュメンテーション 園の物語りの探求. 中央法規.