Cover Photo: Craft "Koinobori Soaring in the Clear May Sky"

Expanding future possibilities

Under the brilliant sunshine of May, the Koinobori made by the Kinder Kids children are soaring across the blue sky.
The small carp have all gathered together to become one big, strong carp, swimming freely in the sky,
just like everyone chasing their own dreams.

33

They are steadily moving forward with their big eyes ﬁrmly set on the future. Let's happily, energetically,and harmoniously pursue our dreams together with our friends, just like these Koinobori!

We look forward to
your ideas!
“Hiraku” provides useful informationand the latest news related toEnglish and childhood education.

・Your recent interests
・Topics you want us to cover
・New content etc etc…
If you have ideas to contribute,please share these with us!
“Hiraku” Editorial Department
TEL：06-6135-0150
Mail： hiraku@kinderkids.ed.jp

Published in
March 2024 Vol.33
Next issue isplanned to comeat the end of July

Kinder Kids Inc.
TEL：06-6135-0150
Pulala Tenma 2F, 3-1 Ikeda-cho,
Kita-ku, Osaka-shi, Osaka. 530-0033★ Liverpool FC Soccer School at Tennoji Yūhigaoka School has Started!
★ An Interview with Ms. Erika Hasegawa, Advisor of Adventure/Inﬁnity School★ Lecture for Parents and Graduates at Toyonaka School★ A Shoin Junior High School Student who Graduated from Nishinomiya School
Participated in a lesson at Takarazuka Schoolwww.kinderkids.com

日本の心と、英語の力。Kinder Kids inc.

Liverpool FC
Soccer School

Educational and Development Policy“Long Term Player Development”“Mistakes are a great opportunity for learning and improvement.”
At LFC, "Long Term Player Development" is the core of oureducational and development policy. We emphasize not justHas Finally Started

winning in soccer but also to regard failure and defeat as

at Kinder Kids

guidance on not only the children's current objectives but also on

opportunities for learning and improvement. We provide advice andtheir future objectives. We support the overall growth of children.

Tennoji Yuhigaoka School!

Next StepsAt Liverpool F.C., we donʼ t think becoming a professional soccer player is the only path for our

Achieving Partnership through Shared Goals and Values

become professional soccer players by joining J-League youth teams or entering a high school with astrong soccer team that competes in national tournaments. Some students develop an interest in the

Kinder Kids and Liverpool FC Soccer Academy collaborated to

UK or overseas through their experiences at Liverpool F.C., leading them to pursue international

start the Liverpool FC Soccer School at Tennoji Yuhigaoka

opportunities such as studying abroad in the UK and Spain as junior high school students or

School. After a successful trial lesson in March, the school got

enrolling in universities in Canada. Many of our graduates hope to play on the international stage.

off to a good start with many current and former students taking
the course. We interviewed Mr. Masakazu Shimizu to learn more

Future Prospects and Objectives

about this new school.

Liverpool FC aims to be the world leader in fosteringchildren's soccer skills. As the Japanese branch of LFC,

Features and Strengths of the Program

Mr. Masakazu Shimizu, CEOwe will continue to expand and grow, striving to be the“LEARN TO PLAY THE LIVERPOOL WAY”

best soccer school in Japan. Since this collaboration with

The training program of Liverpool FC International Academy consists of ﬁve elements:

Kinder Kids started, we are excited to see the synergies

Technical, Tactical, Physical, Social, and Mental development. In addition, we promote fourthat will emerge from our shared values such as

values based on Liverpool's unique club philosophy, "The Liverpool Way": Ambition,"English," "International Awareness," and "TheCommitment, Dignity, and Unity. This program is offered in over 30 countries and regions

International Stage." Following the unique philosophy ofworldwide and is based on the proven track record of the Liverpool FC Academy in producing"The Liverpool Way", we aim to provide Kinder Kids children the opportunities to grow as players

world-class players. This program has several key strengths:

and individuals. We hope that from Kinder Kids graduates, prominent individuals will emerge.

①The curriculum is the same as

LFC in England. ② All coaches are certiﬁed by the LFC Coach Accreditation Program. ③ The
steady system provides the same training menu worldwide. The system also allows students toreceive the same training offered by the Liverpool Academy in England, no matter where we are.

Teaching Policy of Liverpool FC International Academy“To be the world leader in the development of children through football”
The Liverpool FC International Academy aims to lead the world in the development of children
through football. Under this philosophy, the academy focuses not only on improving thetechnical skills of football players but also on nurturing their social skills such ascommunication, teamwork, problem-solving, and decision-making.
1

graduates. After graduation, students pursue various paths, such as continuing their efforts to

Messages from the coaches
Coach Kenta

Coach Nour Eddine

Welcome to the

Welcome to LFC family!

LFC family!

Let s enjoy playing

Let's learn to play

football and learn tosoccer while having fun!

play the Liverpool way.

<Contact Information> Liverpool FC Soccer School Kansai Oﬃce
TEL: 070-8972-1892 (Monday - Friday, 10:00-17:00) *Closed on weekends and holidays
Email: kansai@lfcsoccerschools.jp

2

Kinder Kids Adventure School Tokyo

Looking Back on the First Year
Since the School Opened.
〜Interview with Erika Hasegawa, School Advisor〜
The spacious school grounds are lush with many trees, and the waterfall
and pond allow students to play in the water to their heart's content. Outdoor
activities that make the most of such a blessed environment have been added to the “Adventure
School” curriculum. A year has passed since this new Kinder Kids school opened at Tokyo School. Ms.
Erika Hasegawa, an advisor for the Adventure School, looks back on the past year.

The Nature-Based Education and How Children Can Change
I have worked at “The Forest Kindergarten,” which operates all day and allyear round in the forest without a school building, so I have seen how muchchildren can play, learn, and use their senses surrounded by nature. At theTokyo School, children learn how to play outdoors throughout the year anddevelop the ability to discover things on their own. Initially, a K1 teacher

Erika Hasegawa, Education Advisor of Adventure School/Inﬁnity Global Elementary School.

asked me if it was better not to use toys, and I suggested that the children
should play only with natural objects. Six months later, children began

Since 2016, Erika Hasegawa has been involved in childcare and education at "Mori no

telling us about their discoveries in nature. One day, when one child started

Yōchien（The Forest Kindergarten)" in Gifu Prefecture, where she primarily conducts

playing with a camellia fruit by cracking it open and extracting the seeds,

childcare and education activities for children aged 3 to 6 that are done in nature andmountainous areas. She has been responsible for managing strategies, public
relations, and served as a staﬀ member at a free school (alternative school).
Currently, she is the director of "Mori no Yōchien（The Forest Kindergarten)". She
self-published a book titled "Okā-chan Kakumei(The Mothers Revolution), a compi-

lation of the 10-year history of the school, edited by Poplar Publishing Co., Ltd. In
2020, she moved to Karuizawa Town, Nagano Prefecture, for her child's education. She engages in extensive
activities including consulting on inclusive education, training, program development, design, and writing.

another child liked the exhilarating sound and began to imitate it. This
experience helped this child develop an interest in ﬂowers and leaves and became curious about otherthings! The children also enjoyed their imaginative play using natural materials. When asked, "What does
the bark of the Zelkova tree look like?", they often respond with interesting answers. I am amazed by theadaptability and creativity of Kinder Kids children.

Nature experiences that develop the ability to face challenges
While extremely adventurous activities are not yet part of our program, we are planning to increase

The Sense of Children Fostered by an Interest in Nature
One particularly memorable moment was during our autumn outdoor
activities when the children touched leaves and smelled the ﬂowers
freely without hesitation. It was touching to see children who had
previously shown little interest in nature during the spring suddenly
become interested in nature, and try to experience nature with all theirsenses. This may be something that is often overlooked in daily life. The
children used to look at nature as “scenery” and did not try to actively
experience nature. However, through the many plants in the school
garden and activities in the garden, the children have deepened theirinterest in nature and developed the ability to freely experience it. The
school playground is surrounded by diverse plants such as plum,
persimmon, and chestnut trees, attracting various birds and insects. When I conduct activities, I sharethemselves and ask them what they want to do, rather than having anadult immediately solve the problem. We promote communication skills byencouraging children to share their opinions and talk with their friends andteachers. Before the nature activities, it is important to consider any risks
in advance, and during the activities, give time and space for children tothink and improvise. We want children to become more familiar withnature but also realize that there are forces beyond their control no matter
how hard they try. For example, being caught in a sudden downpour canhelp develop self-control skills and foster respect for nature. As Darwin's
theory of evolution states, adaptation to the environment is the key tosurvival. We aim to continue fostering the ability to harmonize with theenvironment and the courage to face challenges through nature.

my discoveries and impressions with the children to encourage them to feel and enjoy nature. I

Adventure School's Approach to Foster Independence and Social Skills

encourage children to touch and smell the plants and insects as long as they are not dangerous. ThroughAt Adventure School, we design our programs to foster children's “self-determination” andthese experiences, children learn to "feel" and experience nature with their entire body. The schoolʼ splayground becomes a treasure chest ﬁlled with wonderful experiences for the children.
3

more adventurous activities. When faced with unpredictable difﬁculties, we let the children think for“cooperation”. We allocate ample time in our curriculum and provide multiple options for children to
discuss. For example, during the autumn Otsukimi event, approximately 40 children made dumplings4from scratch, including sauce. We asked teachers to supervise the children without intervening as muchadults tend to focus on what children can or cannot do. The important thing during this period foras possible. Initially, there was some confusion, but the children started dividing roles, with one K3 childthe children is to realize “Existence itself has value” . This is just like the roots of a treesuggesting, “Let's let K2 do it ﬁrst. The children showed lively expressions on their faces and seemed tosupporting the trunk, branches, and leaves; the bigger the tree, the deeper and more widely spread

have a sense of accomplishment by creating everything themselves. It may be more efﬁcient and easierout the roots need to be. At Adventure School, we prioritize children to learn to love themselves,for adults to make all the decisions, but children would miss out on the chances to have thesefeel loved, care for others, and genuinely enjoy many experiences. We create an environment whereexperiences. Education is not a service industry, but a place where children acquire the skills they willchildren can try without the fear of failure. Children often go too wild or cry, but every emotion isneed for the future. Children need to think and act for themselves rather than to wait for someone else

essential. Knowing these emotions and nurturing the foundation through experiences where

to decide for them. At Adventure School, we provide an environment where children understand theirchildren feel safe will sow the seeds for future learning.

roles, cooperate with others, and develop the ability to solve problems. This approach will nurture thechildrenʼ s social skills and independence.

Innovative Educational Activities that Overcome Challenges

We have received a lot of positive feedback from parents insurveys, including comments that their children always look

The joint activities for the two grades were challenging since there were too many students.

forward to the program. Parents have also commented that

Ideally, we wanted to spend more than half a day on the activities, but we didnʼ t have that muchmaking pickled plums and decorating the entrance withtime. We held numerous meetings to thoroughly plan each activity to ensure that the activities

seasonal berries have become topics of conversation

would provide meaningful experiences for the children. In addition to detailed discussions with thebetween parents and children. The number of crafts using

teachers, we conducted assessments based on the children's current conditions. Throughobjects picked up in the schoolyard has increased,

simulations during the preparation phase, we clariﬁed what kind of experience we wanted toproviding more opportunities to experience the change ofprovide the children, and adjusted the content as needed on the day of the program. Thanks to thethe seasons. We also organized a community café for theteachers who worked with us, who showed an understanding of the program and generously

parents, which deepened their understanding of the school, and we received requests to open theoffered their cooperation. Their support gave us the strength to overcome the difﬁculties.

café again. During out-of-school-yard activities, the children say hello to local people and interact

A Special Project to Promote the Growth of Children
The“Out-of-school

Expedition”

isasimpleprogram where children can decide where theywant to go. It's often considered that reaching thewith workers at construction sites and people in the shopping district. Some local people are
surprised to see children speaking in English. On Halloween, we interacted with our neighbors bytrick-or-treating with the cooperation of a rice ball shop and a car shop near the school.

Adventure School: Promoting Child-Led Projects

destination is the goal, but what truly matters are

In the future, we would like to promote more projects planned by children. Children already havethe events that occur along the way and thethe ability to think, discuss, and make decisions on their own. Making decisions is not always amoments that stimulate the children's feelings andpleasant experience, as it involves the responsibility of accepting the consequences. However,curiosity.

Adventurechildren grow a lot through this process. On the other hand, it can also be more challenging for

Program is well-established, so we avoid giving too

teachers as it may involve more risk to conduct outdoor activities compared to indoor activities.

many instructions to the children, emphasizing the importance of children wanting to do things on

Nevertheless, we believe that these projects offer a great opportunity for growth, not only for thetheir own and then taking action. We may adjust the objectives slightly depending on the grade orchildren but also for the teachers.

The

curriculum

of

the

the group conducting the activity. We found that when any conﬂicts arise, the children think more toconvey their thoughts, helping in the development of the childrenʼs abilities.

Nurturing the Foundation of the Mind of Preschoolers

5

Strengthening the Bonds with Parents and the Community

The Future of Adventure School: Constant Evolution
Adventure School is still in the midst of development, and rather
than having clear objectives or goals, we are constantly adjusting to

At Adventure School, we offer many nature experiences andthe situation and trying to improve. The projects at Adventureteam-based programs. The most important thing for

School are not conducted by only me but by the team. While I makepreschoolers (infants and toddlers) is not the act of learninguse of my experience from "The Forest Kindergarten", I believe thatitself, but nurturing the foundation of the mind. People

what is more important is for all the school teachers to thinkinstinctively want to know, learn, and grow, and early childhood

together about what is unique to Kinder Kids Adventure School in

is a time when children rapidly absorb what is given to them, but

terms of childcare and education.

東京本校HP
6

Graduates and Parents

LectureOsaka dialect," a different environment from Kinder Kids. However, they had valuable experiences byinteracting with different types of people, which we believe was beneﬁcial for our children.
A.
［M-san］Enrolling in public school allowed me to meet people from diverse backgrounds and also have theopportunity to meet unique and talented people. I became mentally stronger and was able to broaden my

February 26 (Mon.)
Toyonaka Schoolinterests in many areas besides English.
Q.How did you decide on the destination and period for studying abroad?

《Guest Speaker》
M.S. and her parents

A.
［Father］Seeing some children who attended international schools but couldn't speak English made me
realize the importance of continuous learning. I had always thought about having my children study abroadwhile they were still in elementary school before the emergence of self-awareness in junior high and highschool. We decided to let them study abroad in the sixth grade because we believed they would learn more at

At Kinder Kids, we invite graduates and their［Proﬁle of M.S.］

parents to lecture to help ease the parents

Graduated fromconcerns about the educational approach at

Toyonaka School

home and the children's future career paths,

in 2009thus supporting them to gain a clearer and more

Grad Club

concrete

from

Student until G6

participants in advance on themes such as the

Graduated from public elementary, middle,

vision.

Wegathersurveysstudent's career decisions after graduation.
This provides a valuable opportunity to hear honest
opinions from both the children and their parents.

and high schools. Currently, Kansai Gaidai
University, 4th year.
She studied in Canada with her mother andtwin siblings for a year while in grade 6.

Toronto, where there are relatively few Japanese people. Toronto is a very safe city, so we didn't have toworry about safety during our stay. During our stay in Toronto, our children had a hard time understanding
long English sentences and often had to guess the meaning by using multiple translation tools. Their study
abroad program lasted for one year during the sixth grade of elementary school. After returning to Japan,
catching up on their schoolwork was quite challenging. However, through interactions with many foreign
people, my daughter, who was not conﬁdent in expressing herself, became able to assert herself andconﬁdently express her opinions. Her way of thinking has become much more positive.
A.
［M-san］I grew up with the family policy of “studying abroad in elementary school,” so when the decision to
study abroad was made, I took it as a matter of course. It was in the middle of my ﬁrst year of junior highschool when I returned to Japan, but being able to reunite with friends from elementary school made mytransition smoother. With the support of my friends, I was able to catch up on club activities and schoolwork

Q.What was the best thing about attending Kinder Kids?
A.［M-san］In terms of English, of course, I found myself good at conversations with foreigners, as well as

quickly, and it made me happy that I attended a local public school.

school speeches and tests. Even while others were struggling, I found I didn't need to study much for the■Future Dreams and Family Ties

listening tests. In addition, understanding English books and song lyrics in English allows me to better grasp［M-san］Despite years of studying English, I've decided to pursue a career in architecture. At ﬁrst, I thought

the author's intent and emotions, leading to a better understanding of other cultures and their different

I should have pursued a career that utilized my English skills. However, after seriously considering my future,values. When watching a movie, comparing the English lines with the Japanese subtitles helps me ﬁnd more

I ﬁrst decided to pursue equipment design, my father's ﬁeld. I realized that English is not just for business but

about English expressions and translations and also broadens my horizons.

also a means to broaden my perspectives. I then decided to pursue a career in architecture. I will continue to

Q.What was the reason for choosing Kinder Kids and the path after graduation?
A.［Mother］My husband and I had decided even before our children

foreign tourists in Kyoto. However, she followed her passion andpreschool to develop their English skills. After visiting several

chose the design industry, just like me. When my daughter madeschools, we chose Kinder Kids because it had the most welcoming

this decision, she burst into tears, because she felt guilty aboutatmosphere. While we also considered international schools forchoosing a different choice instead of the path that parents

elementary education, we respected our children's wish to makeexpected. There are many design ﬁrms in Japan and abroad, andneighborhood friends and chose the local public school. They

there will be plenty of opportunities for her to use her English

continued to attend public junior high and high school, enjoying a
fulﬁlling school life with their neighborhood friends.
A.［Father］When our children were born, we discussed what they

enjoy English and cherish it as a lifelong asset.
［Father］When my daughter expressed her desire to pursue a career in design, I suggested leveraging her
English skills by starting an NPO offering guided tours forwere born that we wanted to enroll them in an international

双子のHくんと一緒に豊中校に通ったMさん

should learn, and we agreed that as long as they were good at English, everything else would work out. We
believed that learning English would broaden their horizons and we brought them abroad to study for a year
while they were in elementary school. While we considered private elementary school, we wanted ourchildren to interact with people from various backgrounds, so we chose the local public school. They enrolled
7

an older age rather than at a very young age.
A.
［Mother］Initially, I thought about going to Hawaii for our parent-child study abroad program, but I chosein the local public school, and initially, it was a bit of a shock for them to be surrounded by "students speaking

skills. I am truly happy that my daughter has found her path byherself. I will do my best to support her. Parents should
understand that children often try to meet their parents'
unspoken expectations more than parents think.

It was truly impressive to see they have such a wonderful relationshipwhere they could discuss anything. Thank you very much for your valuable time.

8

studies. We organized this exchange activity because through these interactions children can have ameaningful time beyond just studying.

“Let's have fun and learn about the SDGs!”: a lesson that resonates in the hearts of children
Shoin students prepared and conducted their lessons in a way

Shoin Junior High School
× Kinder Kids

that was easier for the younger students to understand. The

Let's Learn
about SDGs in English
February 6, 2024 [Takarazuka School]

lesson started with introductions, followed by various
activities such as an SDGs quiz, an SDGs game (Simon says),and singing "Itʼs a Small World" together. In the SDGs quiz,
environmental issues and the global situation were asked, andthe children tried their best to come up with answers. The
most impressive moment was when asked the question "Are there children in the world who cannot
go to school? Yes or No." Despite the correct answer being "Yes," most children answered "No." Thechildren were surprised to learn that there are children in the world who cannot go to school. This
question made the children realize how fortunate they are to be able to play and study with theirfriends and teachers at school every day. The children's excitement reached its peak during the SDGs

Shoin Junior High School 3rd-year students
conducted a special English lesson on
SDGs for the K2 and K3 students at
Kinder Kids Takarazuka School.
Among the teaching members,
we found S.T., a graduate ofKinder Kids Nishinomiya School(Nishinomiya Kitaguchi School).
Here's a report on the"Shoin Junior High School × Kinder Kids" special lesson.

The on-site lecture was realized from an exchange
proposal with Shoin Junior High School, the almamater of the Kinder Kids Takarazuka School director.
Shoin Junior High and High School is the alma mater of the
Takarazuka School director. The reason for holding thisShoin Junior High School,
3rd Year（as of February）

game “Simon Says!” Then, during "Letʼs sing 'Itʼs a Small World'," the children held hands in a circle
with the Shoin students and enjoyed a sense of unity

S.T.

while singing. The children actively participated in the

Kinder Kids Nishinomiya School(Nishinomiya Kitaguchi School)
Graduated in 2015

lesson and enjoyed the activities. Afterwards, theyexpressed their gratitude with energetic dances, English
songs, and a heartfelt "Thank you!" Thanks to the

In the future, I want to use mylanguage skills to travel and study
abroad and make friends withpeople from many diﬀerent countries.
I would like to work in an
English-speaking profession such asa ballet teacher or a cabin attendant.

thoughtful preparation by the Shoin students, thechildren were able to have fun, learn a lot, and have awonderful experience.

Towards further development of SDGs education
At Takarazuka School, we plan to conduct similar lessons regularly to interact with junior high school
students. Takarazuka City has a project to collect videos and presentations about the SDGs, andpreschools are eligible to submit them. Our goal is for the children to maintain their interest in SDGs.
We are considering whether we will participate in this project by different grade levels or as theentire school. Also, within the school, we plan to provide opportunities for children to teach what
they have learned to others.

on-site lecture was that the Takarazuka school director

Looking back at the on-site lesson.

learned that Shoin Junior and Senior High School students
have been focusing on English and environmental issues in

Working at Kinder Kids, itʼs exciting to imagine how the children who haverecent years and have been giving on-site lectures related

learned English and about the world will grow up after graduation. However,there are few opportunities to see it. During the “exchange lesson by

to the SDGs at nearby elementary schools. I had thestudents from my alma mater”, I was moved to see the students from theopportunity to talk with my former teacher from myschool I attended were teaching children in my workplace. Also, I wasstudent days who is now the principal, and we planned to"hold exchange activities" taking advantage of our sharedinterest in English education. The children at Kinder Kids
learn about the environment as part of their theme-based

Waka Okura,
Branch Manager of
Takarazuka school

impressed to see S.T., a Kinder Kids graduate, actively contributing tosociety. I am very happy that this meaningful lesson was held for the children
at Kinder Kids Takarazuka School.
10