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".
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.
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.