A virtual workshop titled “Japanese model of environmental education” was jointly organised by the Centre for Learning and Teaching (CLT) and the Department of Early Childhood Studies of the Faculty of Creative Industries on 3 September 2022 via Zoom. The workshop was sponsored by Toshiba International Foundation.  

The first session shed light on the “Overview of early childhood environmental education in Japan”. Assoc Prof Sumiyuki Tanaka provided an in-depth overview with his presentation that encompasses early childhood education with nature experience. He spoke about the facilities provided for early childhood education; describe a day at the facility; guidelines for kindergarten education; environmental education instruction materials; examples of education in early childhood; and curriculum for kindergarten teachers and nursery school teachers.

He also explained, “Early childhood education in Japan has long emphasised the importance of relationships with nature. Based on this background, nature can be used as a topic in subjects other than the area of environment, and from there it can be developed into environmental education and Education for Sustainable Development (ESD). Students have indeed shown interest in activities using nature as a subject. Therefore, we are planning to find opportunities to conduct nature-based activities for students as a gateway to environmental education and ESD. I do not believe that experiences with nature are the only way to provide environmental education to young children, but I do believe that the relationship with nature in early childhood is a great foundation for environmental education. The most important thing is for teachers and other adults to be involved with children while considering the kind of society they will live in the future.” At the end of the session, the speakers and participants engaged in further discussions, moderated by Assoc Prof Sachi Ninomiya-Lim, and lecturer Masaki Yahagi.

The second session saw teacher Tin Seisei sharing on “Childhood environmental education in Hayakita Educational Centre for children”. Participants learnt that Abira Town was chosen to be part of the UNICEF programme “A Good Example of Japanese Child-friendly Town” in 2021 because children in Abira Town live in a community where they can naturally express their opinions. It also offers them a place where they can play with peace of mind. Seisei further explained, “The main educational objective of the centre is to promote respect and cherish life; love for nature; and understand the connection between nature, people, and life. The means used in the centre are through free play, nature, and life examples. As educators, we will design and prepare the play environment, and we will bring the children to explore nature and enjoy this aspect of learning. Practical topics are also implemented for deepening children’s curiosity and interest of rearing creatures freely; deepening children’s understanding of the role of dangerous plants and animals in the natural system; and for evaluating and researching environmental education practice.” At the end of the session, the speakers and participants engaged in further discussions, moderated by Assoc Prof Ninomiya-Lim and Yahagi.

In the third session, participants were enlightened on “Animal Assisted Education for children” by Animal Care Specialist Hiroyuki Takahashi. He explained, “Animal Assisted Education (AAE) consists of activities in which people interact with animals for a certain purpose, which are carried out by or under the guidance of a teacher for educational purposes. Through the care of living creatures, and from understanding the life cycle of living creatures, students develop a sense of importance towards life, sense of compassion, sense of responsibility, and consideration for others.”

He continued, “Keeping living creatures in the nursery allows children to learn of the values, namely love, respect and appreciation towards life and living creatures. It is also important to carefully select creatures that can be reliably kept. Also, teachers and staff should take the lead and be responsible for their care. I hope children can learn more through AAE.”

Followed after was Prep school instructor Satoru Yamamoto’s presentation on “The role of museums in kindergarten education”. He emphasised, “Collaboration between kindergarten and museums is still in the developing phase, but it is much encouraged and it is a good practice. Kindergarten teachers use museums for the purpose of improving children’s language. Therefore, the role expected of the museum is not to teach children about exhibits, but to contribute to the improvement of children’s abilities by using attractive exhibits and the content available.” At the end of the session, the speakers and participants engaged in further discussions, moderated by Assoc Prof Ninomiya-Lim.

The fourth session began with teacher Hiroyuki Itakuru’s presentation on “Forest education for sustainable development for children”. He explained, “The basic philosophy of forest education is about the importance of deepening understanding and interest in environmental conservation, through nature experience activities, with hands-on activities conducted in the forests, countryside, parks, rivers, lakes, beaches, and even oceans. This education encourages cooperative efforts among students. By becoming familiar with forests, students are also becoming aware of various things, and through forest education, students gain a better understanding of nature. This also highlights the need to develop human resources who can take action to improve the situation of the forests and involve the right people.” He also emphasised, “Learning through experiential activities such as forest ESD helps create a foundation to live with rich humanity and the ability to learn and think independently.”

The final speaker, Assoc Prof Kengo Oka, at session four, shed light on “Nature experience and culture” and spoke about the practical nature experience activities rooted in “Fudo”, and canoeing as an example of nature and life experience programme. He explained, “The perspective of “Fudo” is that nature is seen as an environment consisting of characteristics that vary from region. It includes not only the climate, but also the topography, water, soil, vegetation, and even historical buildings. It also refers to the spiritual environment that influences the formation of human culture. More simply, Fudo is the atmosphere created by nature, history, and people’s lives in a unique location.” Participants understood that Fudo, which is a combination of the word “Fu” and “Do”, means “living with nature” and learning about the relationship between nature and life with a sense of reality.