Neighborhood Hirakata

When I asked my host mother what the local neighborhood was like, she told me that it was very convenient as important shops and the local elementary school are very close. So, thinking the local school was more anthropologically interesting than the local Seven-Eleven, I did a bit of research, and took photos of what I could.

Shodaiyouchi pre-school, right across from the
secondary elementary school. 

Main gate of Tonoyamadainishogakkou

The local school is about a two minute walk from my house, and right across from it is a visible pre-school. The preschool is a large, lime green building with a decent sized playground. In the playground are a number of things that I recall being torn out from my local playgrounds in America because they were too "dangerous". Interestingly, I also read that many dangerous objects are made available to young children, such as hand saws, box cutters, and large building blocks that are heavy enough to crush toes.

"When I inquired about student's hurting themselves, a teacher explained that "children don't really cry when they hurt themselves in the course of doing something they've chosen to do; it's only when they're made to do something, or are hurt by others, that they really cry," (Lewis 115)

One idea I found about elementary schools that was also interesting was the idea of their general learning mentality. They even have songs to emphasize such things.

"Friendliness, cooperation, and persistence dominated classroom values, and these were arenas of acheivement available to all children. Lessons were challenging, and hence mistakes were an inevitalble part of learning," (Lewis 98).

A picture of some of the judo students, possibly
from the above mentioned elementary school.

Of the words associated with these ideas were those of friendliness, （友達、しんせつ、やさしい）, persistence （がんばる、どりょく、こんき）, and energy, enthusiasm, and exuberence （元気）(Lewis).  The fact that I have heard these values echoed as ideal in conversations with my Japanese friends supports the idea that these are virtues held in high esteem both in early education and everyday life.

"Japanese teachers often described the ideal small group, class, and school as a family, where students learned rom one another and were concerned about each others' welfare. [...] The metaphor of family [...] signifies concern with all aspects of members' development, not just with the quality of the work members produce," (Lewis 98, 99).

However, "the relatively low rate of various problems among Japanese youth may not be attributable to schooling, it may be attributed to family influences or other qualities of the society," (Lewis 168). Of course, this ties into the idea of how school is like a family: if the school and home environments are the same, what children learn can only be re-enforced. Harmony is undoubtably an important value of the Japanese.

A close-up of the main gate.

Source: Lewis, Catherine C. Educating Hearts & Minds: Reflectinos on Japanese Preschool & Elementary Education. Cambridge Press. (c) 1995.