A programming class that nurtures the next generation of "living power"

Play! Genius Programming SchoolStudy Contents

  1. Abilities that
    children can gain
  2. Why "Play!"
  3. What’s the STEAM
    learning program?
  4. What is a
    next-generation education?
  5. Study materials

Why not "learning" but "playing"?

Children can gain motivation, eagerness, perseverance, and exploration of abilities by being into "play", as well as learn cooperation, endurance and communication skills by playing with friends. The abilities which cannot be measured by numbers (= Non-cognitive ability) boost motivation for study and work, and further enhance one’s living power.

Why "playing"? 1Experience "Trial and Error → Resolution" in a play while having fun.

What is "playing" in the first place? The father of developmental psychology in the 20th century, Swiss child and developmental psychologist, Jean Piaget said "playing" is an adaptive behavior for children to learn and control reality. In play, children act spontaneously, and organically separate into unique roles by observing individual specialties, and on-going exercises are solved as a team through group initiative.

When guided properly in an environment of play, children are not negatively impacted from "continuous failures" by trial and error. An environment where students can repeat failures without feeling pressure is a great opportunity to collaborate with peers, think persistently, and be awarded with successful experiences by solving problems.

"Play! Genius Programming" provides a place to learn programming skills while experiencing "trial and error" and building "solutions" in a curriculum based on 13 themes based on "play".

非認知能力とは
"Playing" is the best chance for children to learn by making mistakes with friends and then experiencing success by solving problems as a team.

Why "playing"? 2Develop non-cognitive skills by thinking about varied, and fun, ways to play.

Leading scholar of Economics of Education and Nobel Prize recipient for Economic Sciences, Professor James Heckman, advocated two main principles. One is if a government spends money on child education as a public-policy, it would be the most efficient to spend on children in early years, and the other one is "learning non-cognitive abilities in early years brings happiness and financial stability to children in their future.

We call the inner ability that cannot be measured by an IQ test as "non-cognitive ability", while "cognitive ability" is directly measurable by an IQ test, such as knowing numbers and writing letters.

This "non-cognitive ability" is gained through play in childhood that children can be engrossed in, trial and error, and spontaneous play that has been uniquely created. This increases motivation for study and work in their future. This is the basis of research by Professor Heckman, which has been continually developed with ongoing studies and surveys by the "Perry Preschool Project" from the 1960s to present.

非認知能力とは
"The inner ability which cannot be measured by IQ test would increase the motivation for study and work."

Our school doesn’t just let children play without any purpose, but we emphasize the importance of "the quality of play" to develop non-cognitive ability. Our curriculum focuses on bringing out the confidence of children by having them actively engaged in play, and by guiding and supporting them to keep their perseverance.

"Perry Preschool Project"』 Professor James Heckman (Scholar in Economics of Education, winner of the Nobel Prize in Economic Sciences)

Perry Preschool Project is an educational research conducted by Mr. Heckman at Perry elementary school kindergarten for three years that began in 1962. The research was highly valued because it proved by statistics that children who had education that developed non-cognitive ability gained higher academic capability and higher earnings. The project is still going on.

Have children design a style of play, and put it into practice. Then have them think of a way to make the play even better.

*Statistics of people at age 40 with curriculum based on daily "Perry Preschool Project" lessons, and those who did not have the lessons at all.

IQ is higher than 90 at age 5 61%
28%
Basic academic ability at age 14 49%
15%
Attainment of homework at age 15 67%
38%
Percentage of high school graduates 77%
60%
Employment rate 69%
56%
Income is more than $20,000 60%
40%
Car holders 82%
60%
Accumulation of savings 76%
50%
Parent(s) with children 57%
30%
Home owners 37%
28%