Our History

The Basic Policy of Our ServicebPhilosophy of Our ChildcarebFeatures of Our ChildcarebOur Policyb
Child-raising SupportbChildcare PlanbBackground of childcare and treatment for children with intellectual disabilities


The Basic Policy of Our Service
1D Kazenoko Hoikuen, Kazenoko Baby Home, and Kazenoko Jidokan are affiliated with the Social Welfare Corporation, SUISEN FUKUSHIKAI and run under the principle and policy of the corporation.
We mainly care for young children at the Kazenoko Hoikuen and infants and toddlers at the Kazenoko Baby Home.  At the Kazenoko Jidokan, we provide for school children experiencing community life activities.
Each institution is run independently, but at the same time, they cooperate with each other and are run as a whole.
2D These three institutions, acknowledged as community welfare institutions, provide community life support services.  These include supporting the local community, parents experiencing a problem with child-raising, school children who have problems and their family using the expertise of childcare professionals.
3D Our educational philosophy is gA child is raised at our center and at home.h  Therefore, these three institutions cooperate with each other to aspire to the healthy development of a child while building a trust relationship with parents on even ground. For this purpose, we try to publish information of our institutionfs activities and hear opinions from outside in order to be supported by the community.
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Philosophy of Our Childcare
@It is a very important time to build a childfs personality during infancy and young childhood. In order to do that, it is better to maintain a stable parent-child relationship at home.  However, itfs necessary to give special care to children who spend most of their day at our center for various reasons, as it functions as an alternative to their home.
@Therefore, we donft provide childcare in a group setting.  We believe that we need to develop our childcare with consciousness where we care for each child. Also children grow up by socializing with other people, not just by themselves.Caregivers create a caring and educational environment for children and care for each one of them with affection while cooperating with their parents.We try to do our best for daily childcare with five goals below for how we want children to be and from the perspective of the above philosophy.

1D We try to understand each childfs individuality and honor it in him or her.
2D We cultivate the childfs free expression and will.
3D We inspire children to care about each other and build relationships with others.
4D We foster childrenfs zest for living through real-life experiences.
5D We cultivate childrenfs sense of wonder through contact with nature.
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Features of Our Childcare

Fundamentals of daily life at our center are childcare with an open curriculum,
childcare of children with mixed age groups, and childcare of children with and without disabilities together.


@A child has his or her own character, therefore his or her own will and ideas. Itfs necessary to build human relationships with adults around him or her so that he or she can feel relieved to have his or her existence accepted. We believe that a childfs confidence and motivation will develop in a trusting relationship with people around him or her. In infant classes, we care for children within a small group depending on their development age, and focus on building a relationship with adults.In young children classes, we try to develop childrenfs social skills.@

Childcare with an open curriculum
@Children develop motivation and independence while they find what they want to do, and achieve it by themselves. .In these circumstances, they also accumulate experiences of clashing both with and understanding each other.

Childcare of children with mixed age groups
@When 3, 4 and 5 year old children spend time together in a class, a natural relationship where younger children admire and mimic older children, and older children care about younger children develops.

Inclusive childcare (children with and without disabilities together)
@All children, with and without disabilities, admit differences and grow up while playing together. We have special activities for five-year-old children who are going to an elementary school next year. They will spend time and have experiences with children of the same age through the year.

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Our Policy

The importance of childcare during infancy

In daily life
@We work on each childfs basic living practice such as meal, nap and potty training. We respect the individualfs pace and try not to damage his or her motivation. We give a child a good example of cleaning a room as a living space, caring for oneself and greeting each other, as important habits.

In playtime
@Children build a healthy body through using their body and taking a walk. They develop their thinking skills and creativity through reading a picture-book, listening to story-telling and making things. Among friends, children grow up while getting to know differences, sharing the same feelings and sometimes clashing with one another. We aim for richer communication and mental development by incorporating music therapy and art therapy into our curriculum.

The feeling of connection to nature
@Nature is inextricable part of our life. We enjoy the changing seasons and appreciate the wonder when touching insects, birds, and animals. We share impressive experiences and the delight of discovery through nature experiences such as walking in nature and planting flowers in a field at Tanba in Hyogo Prefecture and Hira in Shiga Prefecture. We hope our children learn to appreciate the importance of life with rich contact between people and nature.

Importance of our childcare during infancy

A trusting relationship with adults
@Children can build their confidence and trust with others when adults understand and satisfy their needs, or adults are happy for them when they are happy and are comforted when they are sad through the experience of playing together. We try to build a trusting relationship with each child as his or her source of peace.

Children learn by mimicking
@Children learn by mimicking the person whom they like and can trust. They become eager to try various things by themselves when adults close to them try doing things together and understand them. Their interests in play, life and people will expand.

Importance of Self-assertiveness (not selfishness)
@Children start to express their wants and feelings after the age of one. Rebellious behavior is sometimes an expression of self-assertiveness, not selfishness. If you scold them without hearing their side of story, theyfll lose their motivation. However, we canft allow children to do whatever they want all the time. Depending on the situation, we listen to them and explain why we donft want them to behave that way.

Importance of emotional dependence for childrenfs independence
@Itfs very important for a childfs growth to have their emotional dependence accepted by adults. .If children can express their emotional dependence, they can affirm themselves and become motivated to try various things with confidence. Also, if they can count on adults when they need help, it leads to their independence. We specially support children who canft express their feelings and wants well.

Building relationships with friends while communicating with adults
@Children will have a lot of experience of fighting each other while at our center. For example, when things donft go as children want, they bite or scratch their friend, or pretend theyfre giving up, when they actually feeling patient. In either case, they are desperate and feel, gI have to do something about this by myself.h Our staff usually try to convey their feelings to their friend whom they are fighting with. We believe that children realize other peoplefs feelings and enjoy being together with their friends by watching adults serve in a mediational role.

There is no rush to provide training of meals and potty training during infancy
Meals
@First of all, we value childrenfs motivation to eat. Children sometimes says, gI donft like this.h, and only eat their favorite things. However, if we force them to eat food they dislike, they might lose their motivation to eat. If their favorite person enjoys eating, children naturally try to eat what he or she is eating. It leads to expand their interests in trying different food.
Potty training
@The time for becoming independent is different with each person. We donft worry about the time and place value on childrenfs feelings when they feel good in the process of having their diaper changed .If we scold them when they fail, it sometimes affects their confidence, because they get nervous. We donft scold children even if they fail, we praise them when they succeed, and warmly watch over their growth.

Supporting the growth of children by working together with their family

@It is necessary for each adult around the child to take responsibility and cooperate on child-raising. We ask how the child is doing at home and tell his or her parents what he or she is doing at our center during parent-child class, individual consultation and home visit. We look at the whole picture of the child and consult with parents about his or her development. We also organize a group meeting and study session on various subjects, and brain storm with parents. For example, difficulties and problems about childcare, how to interact and build a trusting relationship with their child, building a cooperative relationship with family.
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Parenting Support
@Our staff actively suppost families raising children at home in the local community. In ordes to do so (we open our centers and services to the local community, such as providing individual consultation and effective support for the tifficulties of parenting, give opprtunities to have parent-child interaction between families, and support children who have developmental problems. We provide this support for as long as we can as a community service.
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Childcare Plan
@We developed the following plan so as to achieve our child-raising goals described above.

1D Process of childcare
We plan necessary childcare and education based on the childfs family situation and state of his or her development.
2D The setting of a time period
We divide each year into four periods and focus on giving consideration to child-related events during that period.
First period: April & May
Second period: June - August
Third period: September - December
Fourth period: January - March
3D Instruction plan
@Long-term plan
We make a monthly plan based on a yearly curriculum by considering childrenfs development.
AShort-term plan
We make a weekly and daily plan to embody the monthly plan. However, we change the schedule depending on the childrenfs state and environmental conditions to meet long-term planning goals. We record a daily log and reflect and evaluate upon our support. However, we use a special communication notebook for under the age of three as wefd like to exchange information with parents about their childfs life at home.
BFor children with intellectual disabilities
The staff in charge of the child keep an individual daily log for our records. We compile the monthly changes to reflect on our childcare.
4D Evaluation of our childcare
@We put each childfs development records together and evaluate our childcare. (From the age 0: every month, the age 1 and over: every period) At the end of every month, we report the childfs growth for the month to his or her parents.
For a child wlo is going to graduate, we put the whole record of his or her process of development together and report to his or her parents.
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Background of childcare and education for children with intellectual disabilities
Our corporation started childcare for children with intellecual disabilities in 1971 and has consistently developed various supports for children and adults with intellectual disabilities.
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Operated by
Social Welfare Corporation SUISEN FUKUSHIKAI
Kazenoko Hoikuen 1-11-8 Komatsu, Higashiyodogawa-ku, Osaka 533-0004
TEL.06-6328-4019@ 050-3385-0072@FAX.06-6328-40