Ⅰ.
Entering
Ⅱ.
Reflecting on the existence and rights of children
2-1.
A being that experiments and explores
2-2.
A being with uniqueness and freedom
Children's Rights at Mealtime
Environment and Time from a Child's Perspective
| Children showing flexibility in their play style
| Children's unique way of encountering nature
| Children's Free 'Picture Book Reading'
2-3.
A being that grows by solving problems within social relationships
| Stacking paper cups: “You can just make it again.”
| What really upsets me is this…
The allure of puzzle play
| To save the leaves…
| Role Play: You can be anything.
| Stick here, stick here!
Ⅲ.
Breaking free from stereotypes and living while listening to children
3-1.
Going beyond the everyday rules we take for granted
| Changing classroom management rules to take children's perspectives into account
| Mealtimes made enjoyable by respecting autonomy
Rules for free play time that take into account children's rhythm and needs
3-2.
Encouraging immersion and integration from a child's perspective
| It's fun to put it in
| Yuto, the children, and the teacher
Spring Flowers and the Unfinished Journey
| Encounter with Ants
| I have a tree friend in the playground: Establishing a lasting relationship with trees
3-3.
Respecting the existence and individuality of children
Buy Ok-in Pizza~
| Unexpected changes brought about by nature
Overcoming Prejudices About Reading
| What do meeting, parting, and death mean to children?
3-4.
Encouraging communication and learning through diverse representations
The picture book "Yesterday Evening," which became the starting point for various symbolic acts.
| Building a Tower of Milk Bottles: Children's Ingenious Problem Solving
Children Learning to Learn Together: Building a Ferris Wheel and Flume Ride
Ⅳ.
Going out

"Our teachers observed and recorded children in their daily lives, seeking to understand 'what children are like' without any pre-determined standards or limitations. Through reflecting on their records, they began to reflect on the stereotypes they had taken for granted, and began to listen to and engage with children."

This book contains various stages and forms of documentation. It includes original records containing the teacher's observations and interpretations, minutes written after consultation, and panel and re-recordings with additional interpretations from external researchers. To emphasize the importance of exchange and communication among diverse members, interpretations of the records have been added several times.

"This book reveals not a successful outcome filled with best practices, but an unfinished process filled with trial and error. It reveals not individual achievements, but the interwoven and infused wisdom of all members. It contains a new dimension of experience for teachers who choose to 'watch' children rather than teach them."