In Japan, more than 230 Nursery Schools have adapted KIDS APPROACH to help children develop their non-cognitive abilities. Below are some of the specific ways Coco-Ro Teachers deliver Kids Approach in the classroom:

Use of positive words instead of “No“
Children tend to learn from social interactions. We encourage the children to express their feelings regardless of any situation. We refrain from saying “No” directly when the child does a questionable act. Instead, we use positive words and acknowledge the child’s feelings. We prompt the children with questions such as “What do you think our friends would feel about your action?” We share a feeling of empathy for the child and guide him with questions so that he realise his actions, instead of judging his actions or behavior.
Respect child’s individuality without judgements or labels
For children with concerning behaviors, we will try to find out the cause of the behavior and solve it. If the teacher misinterprets or labels the child’s actions or behavior, the child will feel inferior and may develop negative thoughts. Our teachers guide the children’s behavior in an engaging and positive way. It is important to trust the children too as they discover their self-discipline and independence in challenging situations.
The less words we give to children, the better
Within the children’s frame of mind, no matter how gentle the tone is, the words spoken by adults may seem like “instructions/ commands”. The more children listen to the words of adults, the less children will think for themselves. We communicate using the shortest possible words to guide children’s actions and behavior. We also convey our feelings with our heart, which in Japanese, heart is “Coco-Ro”.
Encourage children to resolve conflicts through empathy and shared decision
There are times when children may be unwilling to share toys or accommodate others; or they may use words or physical actions to express their frustrations. When such situations occur, we practice talking about the concerning issue and encourage children to reflect and decide on options such as “Let’s think about our friends. Do you think we should take turns?” or empathize with the affected child, such as saying, “He also wants to play with the toys, so what should we do?” With teacher’s guidance, the children learn to resolve the issue and play amicably. This, in turns, strengthens the children’s social and problem-solving skills.


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