[Voices of Japanese Parents Abroad_Switzerland Vol. 3] Fostering Independence, Assertiveness, and Creativity through Education

Ai (not her real name) is raising four children in Switzerland. She feels that raising them in Switzerland has helped her children develop independence, self-assertion, and creativity

The attitude of "fostering independence" is rooted in society as a whole

-What
educational philosophy was most impressive about raising children in Switzerland?
The attitude of "fostering independence" is deeply rooted in society. Children start attending public kindergarten at age four, and even there, it's normal for them to go to kindergarten alone, without a parent. I think this is possible because of the country's safe environment. The kindergarten teachers repeatedly told me, "Be independent, be independent." I was surprised at first, but I realized that a culture of trusting and entrusting children is in place from the very first steps of their education.

Also, as a general rule, children cannot choose which kindergarten to attend; the local government assigns them. Siblings and neighbors are generally placed in different kindergartens. They clearly state that "in order to foster independence, we won't be mixing children together." In fact, my siblings attended different kindergartens. It seems that the emphasis is on "building your own world without relying on your siblings."

*The photo above is for illustrative purposes only.

School attendance tailored to each individual's development

--I
see, so independence is very important.
Yes. At the same time, the system allows for enrollment in kindergarten to be tailored to the individual child's development. Taking into consideration various factors, such as children born early in the year, delayed German language development, and social skills, parents can apply and, if approved by a pediatrician, kindergarten entry can be delayed by one year.

Kindergarten is generally two years, but if it is determined that a child is not yet ready for elementary school based on language ability, social skills, and emotional development, they can repeat the year and attend kindergarten for another year. The

same is true for elementary school; several children repeat a grade each year. The decision is made through consultation between school psychological service professionals, teachers, and parents. There is a system in place to determine promotion based on a child's level of development, without forcing them to do so.

To be able to clearly say "NO"

--Were
there any other aspects of the educational policy or teaching methods that surprised you?
Self-assertion is highly valued. From kindergarten, children are taught to say "stop" or "no" if something bothers them. In Japan, situations where we tend to just be patient or get along are resolved, but in Switzerland, expressing one's feelings takes top priority. When there's trouble, there's always time set aside for everyone to gather in a circle and discuss the issue, or to think together about what went wrong. I think it's important to encourage students to think about their own thoughts and what they want to do. There are

also many opportunities for students to speak in elementary school classes, and they're asked for their opinions. If a student isn't confident in their German, they're encouraged to speak up, even in English. It really feels like they're encouraged to express their opinions. At my daughter's elementary school, they don't just teach division and multiplication problems; they ask, "How do you think you can solve them?" and encourage everyone to discuss them.

*The photo above is for illustrative purposes only.

Fostering children's creativity and initiative

--I've heard some innovative phrases like "no toy week" and "choosable homework."

Yes, at kindergarten we have a "no toy week," where all toys are removed from the classroom. During that time, the children come up with their own games. They line up chairs and play bus, or start playing house using the school supplies... I feel like this fosters creativity and initiative. I was

also surprised that elementary school students can choose their homework. For example, there are three levels: "easy," "normal," and "difficult," and they can choose what they want. My daughter always enthusiastically chooses the "difficult" one, but sometimes she'll say, "Mommy, help me!" halfway through. But that's okay. She isn't scolded even if she makes a mistake, and the act of "choosing for herself" itself is valued.

*The photo above is for illustrative purposes only.

Fewer school events and less parental involvement

- What are school events like?

There are no ceremonies like entrance or graduation ceremonies, and classes start straight away on the first day of elementary school. There are no sports days for parents to come and watch, and classes of around 25 students go out to the forest or park in groups to exercise, climb trees, and finish by eating ice cream (laughs). The only event that could be called a group event is the summer festival, where students sing songs in front of their parents and enjoy the stalls.

At school, activities are generally carried out as a class, and sometimes classes are split into two groups with just over 10 students attending classes. So there are hardly any group activities or collective activities.

- Is there any difference in the way parents are involved with schools compared to Japan?

Quite different. There are parent-teacher associations and PTAs, but participation is generally voluntary, and PTA membership is not a volunteer activity but rather a paid position. There's no pressure like in Japan for everyone to be in charge of something.

Also, unless it's a serious issue like bullying, teachers handle any conflicts between children and parents, and they're not reported to them. Overall, I get the impression that parents are there to support their children but not to control them. They try not to be overly intrusive, allowing children to create their own space.

However, kindergartens and elementary schools generally don't provide school lunches. This is a major drawback. While there are efforts to promote school lunches as a policy, there's still a long way to go. So, children eat lunch at home or at the after-school care center attached to their school. However, after-school care is self-funded, with fees determined based on the parents' income, and it's not exactly cheap. This may be a bit of a burden for dual-income households.

Swiss landscape (provided by Ai)

[Overseas Child Rearing Column_Switzerland]
Vol.1 A cosmopolitan society - accepting differences and living together
Vol.2 Experiences of pregnancy and childbirth - "Postpartum at home" supported by rational and warm care
Vol.3 Education that fosters "independence," "self-assertion," and "creativity"
Vol.4 Daily life in a "multicultural" and "natural" world
Vol.5 Firmly deciding "family rules"
Vol.6 Rethinking “Work” in Everyday Life

Education Dialogue・Column