The relationship between the IB PYP and 保育.
保育 refers to the field of early childhood education and care in Japan. It encompasses various aspects of child-rearing, including providing a safe and nurturing environment, supporting children’s physical and emotional development, and fostering their learning and growth. The principles and practices of 保育 align closely with the goals and approaches of the IB PYP.
Like the IB PYP, 保育 places a strong emphasis on the holistic development of young children. It recognises the importance of addressing their cognitive, social, emotional, and physical needs in an integrated manner. Both the IB PYP and 保育 strive to create environments that support children’s overall well-being and promote their individual strengths and interests.
In terms of pedagogy, both the IB PYP and 保育 emphasise play-based learning as a fundamental approach. Play is considered a natural and essential activity for young children to explore and make sense of the world around them. Both frameworks acknowledge that children learn best through hands-on experiences, active engagement, and opportunities for self-expression.
Additionally, the IB PYP and 保育 share a common focus on building positive relationships and fostering a sense of belonging. In the PYP, teachers develop caring and supportive relationships with students, creating a safe and inclusive learning community. Similarly, 保育 practitioners in Japan prioritise building strong bonds with children, recognising the importance of emotional connections in their development.
Collaboration and partnership with families are also central to both the IB PYP and 保育. The PYP encourages parents to actively participate in their child’s education and engage in meaningful communication with teachers. Likewise, 保育 in Japan promotes open and regular communication between practitioners and parents, seeking their input and involvement in the care and education of their children.
While the IB PYP is an international framework and 保育 is specific to Japan, they share common values and goals in promoting the well-being and development of young children. Both approaches recognise the importance of nurturing and supporting children during their early years, laying a strong foundation for their future growth and learning.
Principles and Practices of the IB PYP:
1. Holistic Development: The IB PYP focuses on the development of the whole child―cognitive, social, emotional, and physical aspects are nurtured and integrated in the learning process.
2. Inquiry-Based Learning: Inquiry is at the heart of the PYP. Students are encouraged to ask questions, explore their interests, and construct their understanding through active investigation and critical thinking.
3. Transdisciplinary Learning: The PYP promotes a transdisciplinary approach, where students make connections across different subject areas and apply their knowledge and skills in real-life contexts. Learning is organised around six transdisciplinary themes that provide a framework for exploration and understanding.
4. Play-Based Learning: The PYP recognises the importance of play as a natural and valuable way for children to learn. Play-based learning provides opportunities for imagination, creativity, problem-solving, and social interaction.
5. Learner-Centred Approach: The PYP places the student at the centre of the learning process. Teachers act as facilitators, guiding and supporting students’ inquiries, interests, and individual needs.
6. Global Perspective and Intercultural Understanding: The PYP aims to develop students’ intercultural understanding and respect for diversity. It promotes an awareness of global issues and encourages students to become responsible, active, and empathetic global citizens.
Principles and Practices of 保育:
1. Holistic Development: 保育 focuses on the comprehensive development of young children, encompassing their physical, emotional, social, and cognitive well-being. It acknowledges the interconnectedness of these aspects in a child’s growth.
2. Play-Based Learning: 保育 recognises play as a fundamental mode of learning for young children. Play allows children to explore, experiment, and develop various skills, including problem-solving, communication, and social interactions.
3. Care and Nurturing Relationships: 保育 practitioners prioritise building caring and nurturing relationships with children. They provide a secure and supportive environment where children feel safe, valued, and able to develop a sense of trust and attachment.
4. Respect for Individuality: 保育 values and respects the individuality of each child. It acknowledges that children have different abilities, interests, and learning styles, and tailors experiences and activities to meet their unique needs.
5. Partnership with Families: 保育 recognises the importance of collaboration and partnership with families. Practitioners actively communicate with parents, involving them in their child’s development and sharing information about their progress, interests, and needs.
6. Health and Well-being: 保育 promotes the physical health and well-being of children by providing nutritious meals, ensuring a safe and hygienic environment, and encouraging physical activities. Emotional well-being is also prioritised through creating a positive and supportive atmosphere.
While the specific context and terminology may differ, both the IB PYP and 保育 share common principles and practices that focus on the holistic development, play-based learning, nurturing relationships, and collaboration with families. Both approaches aim to create environments that support children’s well-being, growth, and learning in their early years.
