General Provisions of the Course of Study for Kindergarten

Article 22 says that kindergarten, as something that lays the foundation for compulsory education and the education that follows it, cares for young children and so on. So the correct answer is 'compulsory education and the education that follows it'. The option about reading, writing and arithmetic suggests teaching school subjects in advance; the article does not say this. The option about the home life of children who need childcare is closer to the role of nursery centres (保育所), not the purpose of kindergarten. The option about work attitudes uses words from one of the goals in Article 2 of the Basic Act on Education (教育基本法), not Article 22.

The article says 'give them a suitable environment and promote their physical and mental development'. So the answer is 'environment'. This links to the basic idea in the Course of Study for Kindergarten (幼稚園教育要領) that education is carried out through the environment. 'Task', 'teaching material' and 'instruction' are things a teacher gives one-sidedly, and none of them is the word in the article. Teaching materials do appear in the Course of Study, but not in this blank.

Item 5 of Article 23 says to nurture the beginnings of rich sensitivity and expressive ability through becoming familiar with music, physical expression, art and craft, etc. 'Balanced development of bodily functions' belongs to item 1 (basic habits for a healthy and safe life). 'The beginnings of correct understanding, attitudes and thinking' belongs to item 3, about everyday social life, life and nature. 'A spirit of independence, self-discipline and cooperation' belongs to item 2, about group life.

Item 2 goes on to say 'nurture a spirit of independence, self-discipline and cooperation, and the beginnings of awareness of rules'. 'An attitude of trying to understand what others say' is from item 4, about daily conversation, picture books and stories. 'Interest in everyday social life, life and nature' is item 3. 'Basic habits needed for a healthy, safe and happy life' is item 1.

Article 26 says children may enter 'from the age of three until they reach the start of primary school'. The option starting at age two has the wrong age. 'Children aged three or over, and children under three who need childcare' is the rule for integrated centres for early childhood education and care (幼保連携型認定こども園), under Article 11 of the ECEC Centres Act (認定こども園法). The option for children from age zero who need childcare is closer to nursery centres (保育所), not kindergarten.

Article 38 of the Enforcement Regulations of the School Education Act (学校教育法施行規則) says that the curriculum and other care content of kindergartens follow 'the Course of Study for Kindergarten, which the Minister of Education separately publishes as the standard for the curriculum and other care content'. The current version is a Ministry notice of 31 March 2017. What the Minister of Health, Labour and Welfare published for nursery centres is the Nursery Care Guidelines (保育所保育指針), not this Course of Study. The options about prefectural boards and a private handbook do not match its status as a national standard.

Article 24 says that, besides the education for the purpose in Article 22, kindergartens shall strive to support early childhood education at home and in the community, for example by answering consultations from parents, local residents and others and giving necessary information and advice. Activities after curriculum hours are covered in Chapter 3 of the Course of Study for Kindergarten (幼稚園教育要領), but Article 24 does not require looking after every child. There is no rule that every kindergarten must provide care for children under three, and the article says nothing about having parents teach primary school content in advance.

Article 1 of the School Education Act (学校教育法) says that 'schools' are kindergartens, primary schools, lower secondary schools and so on, and kindergarten comes first. The child welfare facility under the Child Welfare Act (児童福祉法) is the nursery centre (保育所), not the kindergarten. Kindergarten is a school but not part of compulsory education, so parents have no duty to enrol their children. Certification by a governor under the ECEC Centres Act (認定こども園法) is the process for an existing kindergarten or nursery centre to become a certified centre; it is not the legal basis of kindergartens themselves.

The preamble says the Course of Study sets out the curriculum standards in broad terms, and one of its roles is to ensure a nationwide standard of education in kindergartens, which have a public nature. It also says that each kindergarten's own creative efforts are important, so it does not make daily activities or timetables the same everywhere. Section 4 of the General Provisions says evaluation is not about comparing children or grading how far they meet a set standard, so the option about grading development nationally is wrong. The preamble also does not set academic targets for before primary school.

Section 1 says kindergarten education is basically carried out through the environment, in light of the characteristics of early childhood, to achieve the purpose and goals in the School Education Act (学校教育法). Whole-class teaching led by the teacher does not fit the idea of encouraging children's own activities. The aims of the five areas are achieved as a whole through play, so a timetable divided by area is also wrong. There is nothing about carrying it out through study at home.

The preamble explains that Article 11 of the Basic Act on Education (教育基本法) calls early childhood education important for laying the foundation for lifelong character building, and Section 1 opens with the same words. Article 26 of the School Education Act (学校教育法) is about the age for entering kindergarten. Article 39 of the Child Welfare Act (児童福祉法) is about nursery centres. Article 37 of the Enforcement Regulations (学校教育法施行規則) is about the number of weeks (39). None of these is about the foundation of character building.

Key point 1 of Section 1 says that, considering this, teachers should encourage children's own activities so that a life suited to early childhood unfolds. Putting discipline first goes against the idea of children fully showing themselves. Having every child go through the same experiences in the same order does not fit key point 3, which says to respond to each child's characteristics. There is nothing about keeping children from interacting with each other.

Key point 2 says play, as children's spontaneous activity, is important learning that lays the foundation for balanced physical and mental development, and that the aims in Chapter 2 should be achieved as a whole, mainly through guidance through play. Since play is learning itself, calling it a break between learning is wrong. Calling it practice for primary school subjects also differs from the Course of Study. Guidance through play is central to the curriculum, so calling it an activity outside the curriculum is wrong too.

Key point 3 says to give guidance that suits each child's characteristics and matches their developmental tasks. Requiring the same tasks at the same time for the same age does not fit the premise that development follows varied paths. Training weaker areas to catch up with the average also goes against the idea of not comparing children with others (Section 4, item 4). There is nothing about making home experiences the same.

Section 1 says teachers should make use of 'ways of seeing and thinking in early childhood education', in which children engage actively with their surroundings, notice how to engage with them and what they mean, and try things out and think as they try to take them in. The option about the teacher explaining knowledge in order differs from the focus on children's own engagement. The option about primary school subjects concerns subject learning, not early childhood. The option about judging against a set standard does not fit Section 4, item 4, which says evaluation is not grading of attainment.

Section 1 says the teacher must arrange the environment in a planned way, based on understanding and anticipating each child's behaviour, so that children's own activities are secured. Last year's records can be a reference, but relying only on them leaves out understanding of the children in front of you. A list of parents' wishes and the order of primary school units are not what the Course of Study names as the basis.

Section 1 says the teacher arranges the environment in a planned way based on understanding and anticipating children's behaviour, and plays various roles to enrich the activity. So the answer is providing tools, watching, and thinking together when needed. Explaining the mechanism first and instructing everyone ignores children's trial and error. Stopping the play to learn from pictures does not fit the value placed on direct experience. Not getting involved at all fails to play the teacher's role and confuses respecting independence with leaving children alone.

Section 2, item 1(3) describes 'motivation to learn, humanity, etc.' as trying to lead a better life as feelings, motivation and attitudes grow. 'Basics of knowledge and skills' is about feeling, noticing, understanding and becoming able to do things through rich experiences. 'Basics of the ability to think, judge and express, etc.' is about using what one noticed to think, try, devise and express. 'Rich sensitivity and expression' is one of the ten pictures of children, not the name of a quality or ability.

Section 2, item 1(2) gives this description to 'basics of the ability to think, judge and express, etc.'. 'Basics of knowledge and skills' is about feeling, noticing, understanding and becoming able through rich experiences. 'Motivation to learn, humanity, etc.' is about trying to lead a better life as feelings, motivation and attitudes grow. 'Beginnings of thinking' is the name of item (6) of the ten pictures, not of a quality or ability.

Section 2, item 1 says kindergartens should strive to nurture the qualities and abilities as one whole to build the basis of a zest for living, and item 2 says they are nurtured through all activities based on the aims and content in Chapter 2. Setting a separate time for each one does not fit the idea of nurturing them as a whole. Nothing says to develop them only after age five; they grow through activities from entry to completion. No order such as knowledge and skills first is set.

Section 2, item 3 calls them concrete pictures, at the time of finishing kindergarten, of children whose qualities and abilities are being nurtured, and says teachers take them into account when guiding. Treating them as standards everyone must reach and grading them does not fit Section 4, item 4, which says evaluation is not comparison with others or grading against a set standard. There is nothing about primary schools using them to judge abilities; instead, kindergartens share them with primary schools to work together (Section 3, item 5). Teaching each item separately late in the year also does not fit the idea that they grow through all activities.

This describes item (3), 'cooperation' (協同性). 'Getting along with others' (協調性) is not an item name in the Course of Study; it is a mix-up with a similar word. 'Independence' describes being aware of what must be done, thinking and devising to do it oneself, and not giving up until it is done. 'Involvement in social life' covers relations with family and local people, using information, and taking good care of public facilities.

This describes item (2), 'independence' (自立心). 'A healthy mind and body' describes fully using mind and body toward what one wants to do with a sense of fulfilment, acting with foresight, and creating a healthy and safe life oneself. 'Cooperation' is about working with friends toward a common goal. 'Beginnings of morality and awareness of rules' is about knowing what is right and wrong and understanding why rules must be kept.

This is part of item (4), 'beginnings of morality and awareness of rules' (道徳性・規範意識の芽生え), which also includes knowing what is right and wrong and acting from the other person's point of view. 'Involvement in social life' concerns family, the local community, information and public facilities. 'Cooperation' is about working toward a common goal and has no description of rules. 'Communication through words' is about telling things in words and listening carefully to others.

These are part of item (5), 'involvement in social life' (社会生活との関わり), which also includes caring for family and interacting with local people. 'Beginnings of thinking' is about sensing how things work, thinking, predicting and devising. 'Interest in and sense of numbers, shapes, signs and letters' is about noticing the role of signs and letters and using them; it does not mention information or public facilities. 'Communication through words' is about telling things to each other in words.

The name of item (10) is 'rich sensitivity and expression' (豊かな感性と表現). The options 'rich feelings and expressive ability', 'creativity and skills of expression' and 'sensitivity and musical expression' combine similar words but are not item names in the Course of Study. Also take care not to confuse it with item 5 of Article 23 of the School Education Act (学校教育法), which speaks of 'the beginnings of rich sensitivity and expressive ability'.

Item (8) says that, through repeated experiences of becoming familiar with numbers, shapes, signs and letters in play and daily life and noticing the role of signs and letters, children use them out of their own felt need and come to have interest and a sense for them. The option about reading all hiragana and adding up to ten sets attainment targets, which the Course of Study does not; the item is about interest and sense. Daily worksheet practice does not fit the focus on experience in play and life and on children's own felt need. Not dealing with them at all contradicts their place as one of the ten pictures.

Section 3, item 1 calls it 'curriculum management' to improve the quality of education by, for example, planning the curriculum in light of the ten pictures, evaluating how the curriculum is carried out and improving it, and securing and improving the staff and material support needed. Grading development with numbers and comparing does not fit the idea of evaluation in Section 4, item 4. Copying a model does not fit the rule that each kindergarten plans its curriculum using its own creativity. Section 6, item 1 says staff share roles and work together to improve the curriculum, so the head planning it alone is also wrong.

Section 3, item 3 says the number of weeks must not fall below 39 except in special circumstances, and the daily education time has four hours as its standard, with due attention to children's development and the seasons (Article 37 of the Enforcement Regulations of the School Education Act (学校教育法施行規則) also sets the 39 weeks). The option with 35 weeks and a four-hour minimum has the wrong number and wording. The option with 39 weeks as a standard and a five-hour cap mixes up 'minimum' and 'standard'. There is no rule of eight hours a day.

Section 3, item 5(1) says kindergartens should lay the foundation for creative thinking, a self-directed attitude to life and so on through a life suited to early childhood. Teaching subject content early, using 45-minute periods, and centring on whole-class teaching all bring the primary school format into kindergarten, which does not fit the phrase 'through a life suited to early childhood' or the basic idea in Section 1 that guidance through play is central.

Section 3, item 5(2) says kindergartens should strive for a smooth link by working with primary schools, for example creating chances for exchanges of views and joint study with primary school teachers and sharing the ten pictures. Using attainment judgements for admission selection does not fit Section 4, item 4, which says evaluation is not grading of attainment. Having primary school teachers write the curriculum goes against Section 3, item 1, under which each kindergarten plans its own. Saying the kindergarten only hands over information goes against the rule that kindergartens themselves strive to work together.

Section 3, item 6 says each kindergarten makes an overall plan, centred on the curriculum and linked with the plan for activities after curriculum hours in Chapter 3, the school health plan, the school safety plan and others, so that education unfolds as one whole. Every kindergarten plans a curriculum, and the overall plan puts it at the centre rather than replacing it. There is nothing about a plan submitted by parents. Weekly and daily short-term teaching plans are a different kind of plan, covered in Section 4.

Article 11 of the ECEC Centres Act says children aged three or over and children under three who need childcare may enter, and Article 14 says a head and childcare teachers (保育教諭) must be appointed. The option with only children aged three or over and a head, deputy head and teachers mixes it up with the rules for kindergartens (Articles 26 and 27 of the School Education Act (学校教育法)). Article 12 says only the national government, local governments, school corporations and social welfare corporations may set one up, and Article 10 says the competent ministers set the content of education and care. The option calling it a renamed nursery centre also conflicts with its separate legal definition and its own Course of Education and Care (教育・保育要領).

Chapter 1, part 4 of the Nursery Care Guidelines, titled 'matters to be shared by facilities providing early childhood education', sets out the basics of knowledge and skills, the basics of the ability to think, judge and express, motivation to learn and humanity, and the ten pictures. So the options saying they are missing or that there are five different pictures are wrong. The Guidelines also cover working with primary schools, including exchanges of views and joint study with primary school teachers and sharing the ten pictures, so the option saying they set out nothing is wrong too.

Section 3, item 4(2) says that at entry, especially for three-year-olds, kindergartens should work closely with families and pay full attention to daily rhythms and safety, and that children who turn three join partway through the year, so care is needed for them to feel secure. Having them follow five-year-olds' hours and activities ignores development and daily rhythms. Keeping contact with parents to a minimum is the opposite of working closely with families. Holding back play does not fit Section 1's idea that guidance through play is central.