Our History

The Basic Policy of Our ServicebPhilosophy of Our ChildcarebFeatures of Our ChildcarebOur Policyb
Child-raising SupportbChildcare PlanbBackground of childcare and treatment for children with intellectual disabilities


žThe Basic Policy of Our Service
1D 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.
2D 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.
3D Our educational philosophy is gParents and the Daycare Center Raising Children Together" 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 institutionfs activities and hear opinions from outside in order to be supported by the community.
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žPhilosophy of Our Childcare
@It is a very important time to build a childfs personality during infancy and young childhood. In order to do that, it is better to maintain a stable parent-child relationship at home. However, itfs 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 donft 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.

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

Ÿ 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.
Ÿ

@A child has their own character, therefore their own will and ideas. Itfs necessary to build human relationships with adults around them so that they can feel relieved to have their existence accepted. We believe that a childfs confidence and motivation will develop in a trusting relationship with people around them. 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 childrenfs 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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žOur Policy

Ÿ The importance of childcare during infancy Ÿ

„In daily life
@We work on each childfs basic living practice such as meal, nap and potty training. We respect the individualfs pace and try not to damage their 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 storytelling 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.

Ÿ Importance of our childcare during infancy Ÿ

„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 their 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, theyfll lose their motivation. However, we canft allow children to do whatever they want all the time. Depending on the situation, we listen to them and explain why we donft want them to behave that way.

„Importance of emotional dependence for childrenfs independence
@Itfs very important for a childfs 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 canft 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 donft go as children want, they bite or scratch their friend, or pretend theyfre 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 peoplefs 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
ƒMeals„
@First of all, we value childrenfs motivation to eat. Children sometimes says, gI donft 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 they are eating. It leads to expand their interests in trying different food.
ƒPotty training„
@The time for becoming independent is different with each person. We donft worry about the time and place value on childrenfs 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 donft scold children even if they fail, we praise them when they succeed, and warmly watch over their growth.

Ÿ Supporting the growth of children by working together with their family Ÿ

@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 their parents what they are 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 their 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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žParenting Support
@Our staff actively support families raising children at home in the local community. In order to do so we open our centers and services to the local community, such as providing individual consultation and effective support for the difficulties 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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žChildcare Plan
@We developed the following plan so as to achieve our child-raising goals described above.

1D Process of childcare
We plan necessary childcare and education based on the childfs family situation and state of their development.
2D 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
3D Instruction plan
‡@Long-term plan
We make a monthly plan based on a yearly curriculum by considering childrenfs development.
‡AShort-term plan
We make a weekly and daily plan to embody the monthly plan. However, we change the schedule depending on the childrenfs 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 wefd like to exchange information with parents about their childfs 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.
4D Evaluation of our childcare
‡@We put each childfs development records together and evaluate our childcare. (From aged 0: every month, aged 1 and over: every period) At the end of every month, we report the childfs growth for the month to their parents.
‡AFor a child who is going to graduate, we put the whole record of their process of development together and report to their parents.
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žBackground 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