[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

―Whateducational philosophy in Switzerland particularly impressed you the most when raising children there?

It was the attitude of "fostering independence" that is deeply ingrained in society. Children start attending public kindergarten at the age of four, and even there, parents don't accompany them; it's normal for them to go alone. I think this is only possible because of the good public safety. The kindergarten teachers kept saying "independence, independence" over and over again. I was surprised at first, but I realized that there is a culture of trusting and letting children do things on their own from the very first step of education.

Also, in principle, you can't choose which kindergarten your child attends; the local government assigns them. Basically, siblings and people who live in the same neighborhood are sent to different kindergartens. They clearly state that "we don't put them together in order to foster independence in the children." In fact, my children attended different kindergartens. It seems that they place importance on "building one's own world without relying on siblings."

*The photo above is for illustrative purposes only.

School attendance tailored to each individual's development

―Isee, so "independence" is highly valued.

Yes. At the same time, we have a system in place that allows children to attend school in a way that suits their individual development. Taking into consideration various factors such as being born early in the year, delays in German language development, and social skills, parents can apply and a pediatrician can approve delaying kindergarten enrollment by one year.

Kindergarten is basically two years, but if it is determined that a child is not yet ready for elementary school, taking into consideration their language ability, social skills, and emotional development, they will repeat the year and attend kindergarten for another year.

The same applies to elementary school, and a few children repeat the year each year. This is decided through consultations between school psychology service specialists, teachers, and parents. There is a system in place to decide on promotion to the next grade based on the child's developmental stage, without forcing them to do anything against their will.

To be able to clearly say "NO"

―Werethere any other things about the educational philosophy or teaching methods that surprised you?

Self-assertion is highly valued. From kindergarten, children are taught to say "stop" or "no" if something doesn't suit them. In Japan, situations where children might be told to "be patient" or "get along" are common, in Switzerland, "expressing your own feelings first" is the top priority. When there is trouble, time is set aside for everyone to sit in a circle and talk, or to think together about what went wrong. I think they value encouraging children to think about "what they think and what they want to do."

Also, in elementary school classes, there are many opportunities to speak up, and children are asked to express their opinions. If a child is not confident in their German, they are encouraged to speak in English, for example. It feels like they are strongly encouraged to express their own opinions. At my daughter's elementary school, even when teaching division and multiplication, they don't just teach it; they ask, "How do you think we can solve this?" and have everyone discuss it together.

*The photo above is for illustrative purposes only.

Fostering children's creativity and initiative

—I've heard some innovative phrases like "no toys week" and "choice of homework."

Yes, at the kindergarten, we have a "no toys week" where all the toys are removed from the classroom. In that environment, the children come up with their own games. They line up chairs and pretend to be buses, or start playing house with the equipment... I feel that their creativity and spontaneity are nurtured through these experiences.

Also, I was surprised that they can choose their elementary school homework. For example, there are three levels: "easy," "normal," and "difficult," and they can choose what they like. My daughter always excitedly chooses the "difficult" one, but sometimes she ends up crying out, "Mom, help me!" But that's okay. They don't get scolded for making mistakes, and the act of "choosing for themselves" 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 immediately on the first day of elementary school. There are no sports days where parents come to watch, and classes of about 25 students go out into the forest or park to exercise, climb trees, and then finish off with some ice cream (laughs). The only event that could be called a school-wide event is the summer festival, where students sing songs in front of their parents and enjoy the stalls.

At school, we basically operate as a class, and sometimes we split a class into two groups of a little over 10 students for lessons. So there are hardly any group activities or collective activities.

― Are there any differences in how parents are involved in school compared to Japan?

It's quite different. There are parent-teacher associations and PTAs, but participation is basically voluntary, and PTA members are recruited not as volunteers but as "paid work." There isn't the pressure like in Japan where "everyone is in charge of something."

Also, unless it's a serious problem like bullying, teachers handle conflicts between children, and it's not usually reported to the parents. Overall, it feels like parents are there to "support" their children, but not to "control" them. There's an impression that they try not to be overly interfering so that children can build their own space.

However, there are basically no school lunches at kindergartens or elementary schools. This is a drawback. It seems that they are trying to expand school lunches as a policy, but it's still a long way off. So, lunch is either eaten at home or at the after-school program attached to the school. However, the after-school program is self-funded, and the fee is determined by the parents' income, so it's not cheap. Therefore, it might be a bit of a burden for dual-income families.

Swiss landscape (provided by Ai)

[Overseas Parenting Column - Switzerland]
Vol. 1 A diverse international society - accepting differences and living together
Vol. 2 Pregnancy and childbirth experiences - rational and warm care supporting "postpartum care at home"
Vol. 3 Education that fosters "independence," "self-assertion," and "creativity"
Vol. 4 Living in a multicultural and natural environment
Vol. 5 Establishing clear "family rules"
Vol. 6 Re-examining "work" in daily life

Education Dialogue・Column