By Dr. Kanae Haneishi [1] and Professor. Tsuyoshi Matsumoto [2]
[1] Associate Professor, Western Colorado University (USA)
Dr. Haneishi is an Associate Professor at Western Colorado University and represents the U.S. for the TGfU International Advisory Board. Her recent research focus is on pedagogical strategies to promote Justice, Equity, Diversity, and Inclusion in Physical Education and Sport Coaching. She completed Ed.D. from University of Massachusetts Amherst while coaching soccer and teaching Physical Education at a university. She was an accomplished soccer player winning the NCAA D2 National Championship with her university and the Silver Medal at the World University Games with the Japanese National team as well as serving as the team captain for New York Magic.
Twitter: @Kanaehaneishi
[2] Associate Professor, Tsukuba University (Japan)
He is currently an associate professor of Faculty of Health and Sport Sciences at University of Tsukuba. His specialty is coaching studies. He used to be a Head Coach of the American football club at University of Tsukuba. As a director of the Japan Flag Football Association, he has been conducting research on teaching materials for "flag football" published in the curriculum guidelines using tactical learning theory. Based on the results, he is also playing an active role as a lecturer in the flag football practical training class for teachers sponsored by the Board of Education.
[1] Associate Professor, Western Colorado University (USA)
Dr. Haneishi is an Associate Professor at Western Colorado University and represents the U.S. for the TGfU International Advisory Board. Her recent research focus is on pedagogical strategies to promote Justice, Equity, Diversity, and Inclusion in Physical Education and Sport Coaching. She completed Ed.D. from University of Massachusetts Amherst while coaching soccer and teaching Physical Education at a university. She was an accomplished soccer player winning the NCAA D2 National Championship with her university and the Silver Medal at the World University Games with the Japanese National team as well as serving as the team captain for New York Magic.
Twitter: @Kanaehaneishi
[2] Associate Professor, Tsukuba University (Japan)
He is currently an associate professor of Faculty of Health and Sport Sciences at University of Tsukuba. His specialty is coaching studies. He used to be a Head Coach of the American football club at University of Tsukuba. As a director of the Japan Flag Football Association, he has been conducting research on teaching materials for "flag football" published in the curriculum guidelines using tactical learning theory. Based on the results, he is also playing an active role as a lecturer in the flag football practical training class for teachers sponsored by the Board of Education.
While the Game-Based Approach (GBA) concept has been mainly applied to the Physical Education as well as Sport Coaching fields, have you ever thought of applying the GBA concept to Early Childhood (i.e., age 0-5) Education and their motor development, motor learning, and beyond? Professor Matsumoto at Tsukuba University and other Japanese scholars have been working with Early Childhood educators to improve their game and play teaching strategies. This blog introduces the early part of this initiative and how GBA could be helpful in Early Childhood Education.
In Japan, there is an old saying “children develop the foundation of human development by age of 3”, and more people are increasingly interested in the Early Childhood Education. The revised Course of Study for Kindergarten has been implemented in the Early Childhood Education in 2018. It is a core for educational philosophy and the curriculum for Early Childhood Education which outlines important developmental components prior to children entering the Elementary School Education. The following content integrates aspects of each child's development: health (physical and mental health); human relationships (the relationship between the child and other people); environment (children's surroundings, and relationship to them); language (the process of language acquisition); and expression (feelings and expression). Considering the characteristics of GBA (i.e., utilizing modified games, asking question for problem solving, being a student-centered approach…etc.), the teaching strategy can promote human relationship and expression in addition to the obvious aspect, physical and mental health in the course of study. The Course of Study for Kindergarten also emphasizes the importance of creating a learning environment where children can freely and independently play and move. In other words, it is important for teachers to create an environment where children can develop their creativity and challenge without fear. GBA is a teaching strategy that a teacher modifies game environment so learners can maximize their potential and their learning. Thus, we believe that children in Early Childhood Education (i.e., age 0-5) can benefit from the GBA teaching strategy when learning games, movements, and play.
When a group of researchers asked young children to drew pictures of a firefighter, a surgeon and a flight pilot, 61 pictures were drawn as men and 5 were drawn as women. When a female firefighter, a female surgeon, and a female pilot walked into the classroom, the children were in silence. “Gender stereotypes are defined between 5 and 7 years of age” (Upworthy, 2016).
In Japan, there is an old saying “children develop the foundation of human development by age of 3”, and more people are increasingly interested in the Early Childhood Education. The revised Course of Study for Kindergarten has been implemented in the Early Childhood Education in 2018. It is a core for educational philosophy and the curriculum for Early Childhood Education which outlines important developmental components prior to children entering the Elementary School Education. The following content integrates aspects of each child's development: health (physical and mental health); human relationships (the relationship between the child and other people); environment (children's surroundings, and relationship to them); language (the process of language acquisition); and expression (feelings and expression). Considering the characteristics of GBA (i.e., utilizing modified games, asking question for problem solving, being a student-centered approach…etc.), the teaching strategy can promote human relationship and expression in addition to the obvious aspect, physical and mental health in the course of study. The Course of Study for Kindergarten also emphasizes the importance of creating a learning environment where children can freely and independently play and move. In other words, it is important for teachers to create an environment where children can develop their creativity and challenge without fear. GBA is a teaching strategy that a teacher modifies game environment so learners can maximize their potential and their learning. Thus, we believe that children in Early Childhood Education (i.e., age 0-5) can benefit from the GBA teaching strategy when learning games, movements, and play.
When a group of researchers asked young children to drew pictures of a firefighter, a surgeon and a flight pilot, 61 pictures were drawn as men and 5 were drawn as women. When a female firefighter, a female surgeon, and a female pilot walked into the classroom, the children were in silence. “Gender stereotypes are defined between 5 and 7 years of age” (Upworthy, 2016).
Upworthy (2016)
This video is one of the examples of how important it is to educate children in their early ages about stereotypes in our society. Implementing the GBA concept into Early Childhood Education also can help teachers to promote Equity, Diversity as well as Inclusion and develop “physically literate” individuals while teaching games, play, and movements. Physical literacy is defined as “the ability to move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person”. (Mandigo, Francis, Lodewyk & Lopez, 2012). Physical literacy is directly connected with the developmental components that the Course of Study for Kindergarten indicated as critical aspects. Applying GBA into teaching helps to develop children’ self-confidence and ability to express and communicate with others. Education and care for preschool children in Japan is divided into kindergartens and nursery schools. Kindergartens are regulated by the Course of study for Kindergarten stipulated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), while nursery schools are regulated by Childcare guidelines stipulated by the Ministry of Health, Labor and Welfare. Elementary/Middle/High School Education is overseen by MEXT. Therefore, applying GBA in Early Childhood Education also helps to bridge the gap between Early Childhood Education and Elementary/Middle and High School Education in Japan.
During the TGfU 40th anniversary webinar series on “Equity in GBAs”, TGfU scholars introduced and emphasized on including Justice, Equity, Diversity, and Inclusion (JEDI) perspectives into teaching during GBA lessons. They introduced some practical examples of how to implement JEDI concepts into GBA lessons.
During the TGfU 40th anniversary webinar series on “Equity in GBAs”, TGfU scholars introduced and emphasized on including Justice, Equity, Diversity, and Inclusion (JEDI) perspectives into teaching during GBA lessons. They introduced some practical examples of how to implement JEDI concepts into GBA lessons.
40th Anniversary "Equity in GBAs" webinar Series- Promoting Justice, Equity, Diversity and Inclusion (JEDI) through GBA in PE- Practical Implication (TGfU SIG, 2022)
This initiative in Japan is still in an early stage; however teachers are excited about this new initiative. Ms. Akemi Miyazato, the first director of the Bunkyo Ward Ochanomizu University Early Childhood Education and Childcare Center and a professor at Ochanomizu University said “I think that children's play is spontaneously generated in their play, not that there were rules ahead of time. Since there are many different kinds of children, I think it is important to teach without preconceived ideas.”
