Message from the Executive Director

Perspectivei24j "Words and Expressions That Should Be Re-examined"

@There are words and expressions in words that are inappropriate when expressing the appearance or behavior of a child from each of these perspectives: ‡@The individual (the child), ‡AThe guardian, ‡BThe supporter, ‡CThe specialist, ‡DThe public. Letfs think about the necessity of re-examining certain words and expressions.

@ Typical examples:
EMake them understand/talk/participate/walk/do it by themselves, etc. cInteraction or approach
EPersistent, noisy, gets carried away, does things intentionally, is selfish, etc. cBehaviorEPersonality
ERepeats like a parrot, crane phenomenon, etc. cSpecialist phrases

@The commonality of these is that the child is seen as troublesome or in need of training and a remedy. For example, gRepeats like a parroth means the child reflexively copies the voice and doesnft understand the meaning behind it. gCrane phenomenonh refers to a child that pulls a personfs hand without looking them in the eye. They have negative nuances that imply the child is simply using people as tools.

@Both expressions are rude to children, and cause misunderstandings. A child is not a parrot. They use their own abilities as much as they can, judge the mood and use their understanding to a certain extent, and then imitate voluntarily. And children are aware of the people around them, even though they donft maintain direct eye contact. They try to express their needs and thoughts by looking for somebodyfs hand. (If you observe them enough, you can see that they are listening to our conversations even though they turn their backs. They are sometimes more aware of us than we think!)

@Behind the action of an adult forcing a child to do something is the thought that children need training, because they donft or canft do things voluntarily. We have to be careful, because these ideas lead to referential approaches and guidance; making them maintain eye contact, or making them point or say things properly with words, instead of letting them pull an adultfs hand. Such approaches can sometimes lead to a passive attitude (E.g. They donft act unless they are instructed) or stunt the growth of their natural emotions.

@We believe that the starting point should be gEvery child has intentions and emotions, so our principle is to understand that and support them in expressing themselves.h and place value on cultivating their independence. We should change the expression gMake them do X.h to gProvide support so that they can do things voluntarily, willfully, and with understanding.
For example: EMake them understand¨ Provide support for them to understand
EMake them participate¨ Provide support for them to join in voluntarily
EMake them walk¨ Provide support for them to walk with their own will
@Please reconsider your words and expressions by standing in the childfs place.

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