Implementation content：Determining reach and rubric extent of time series change patterngraph learning
Attainment target：Time series change pattern graphs can be created, and events can be explained along the time axis, including
causes and reasons.

The goal for the lessons

0Implementation content：Assessment and development of teaching materials【Development of digital teaching materials and analog teachingmaterials】

Implementation method

 Digital teaching materials（Case）

View and graph the image of the bicycle
advancing at different speeds.

【Assessment development】

After drawing the graph,discuss what changed in
the time series and why itchanged and deepen yourunderstanding of thegraph.

An interview method with the lecturer one by one.

Time required
About 5 minutes（Pre-assessment is slightly longer because you wantto get used to it）

Flow
1.Description

13 digital teachingmaterials
developed

After seeing the changes in the four pictures in the video, I received thequestion "What is changing?" And explained while looking at the pictures.

 Analog teaching materials（Case）

Sophie's feelings are graphedusing the picture book "WhenSophie Gets Angry."Graph the growth of a child and the day inthe garden using the teaching tool
“Hobermann Ball” that can be changed insize.

2.Temperature change
4 wooden pictures are indicated likewise, and the question to which I say"Which clothes are chosen at the same time?“
is received and something suitable is chosen from
3 kinds of clothes.

3.Graph creation
11 analog
teaching materials
developed（Including trial
production）

4 wooden pictures and the vertical axis are hot likewise in a transverse
it's usually cold, but the place where I come during
an indicated seat is chosen and a sticker is stuck.

1

Implementation content：Program contents implemented at 2 gardens【Showa Women's University Showa Preschool】【Kindergarten & Childcare First Classroom SETAGAYA】
Program contents

Program contents
1stPreassessment

Explain the changes in the four trees, and compare the clothes
and experiences (hot and cold) with the four trees.

2nd

Lesson1

Read the picture book "Muncha! Muncha! Muncha!" and show
the character's feelings on a graph.

3rd

Lesson２

After observing the change of the trees in the four seasons,arrange the photographs of the change of the tree on thehorizontal axis, place the amount of leaves on the vertical axis,
graph it, and then convert the vertical axis to clothes and graph.

4th

Lesson３

Teaching tool Hoberman Sphere combination and story (twotypes) and make a graph.

5th

Lesson４Read the picture book "The Rainbow Fish" and show thecharacter's feelings on the graph.

6th

Lesson５

Read the picture book "When Sophie Gets Angry" and display
the character's feelings on a graph.

7th

Lesson６

Read the picture book "Giraffes Can't Dance" and show thecharacter's feelings on a graph.

8th

Afterassessment

Explain the change of the four trees, and compare the clothes
and the feeling (hot and cold) with the four trees.

1stPreassessment

Explain the changes in the four trees, and compare the clothes
and experiences (hot and cold) with the four trees.

2nd

Lesson1

Look at the image where the flowers bloom in order, think about
the order, and graph it. Next, notice that it may decrease bylooking at the image of the donut, graph it.

Lesson２

After observing the change of the four seasons in the image,arrange the photographs of the change of the tree on thehorizontal axis, place the amount of leaves on the vertical axis,
graph it, and then convert the vertical axis to clothes and graph.

Lesson３Graph on the theme of decreasing and increasing. Look at the
picture of the pizza and see how it diminishes, then graph thenumber of people eaten for each person. Look at the image ofthe jigsaw puzzle, put the number of pieces on the horizontal axis,
put the shape of the puzzle on the vertical axis, and graph it.

Lesson４After looking at the image of the bird's nest, and thinking about
what the image is, use a graph to indicate in what scene the
bird's nest was found. Look at the picture of the tree and noticethat people are doing something under the tree or under the tree.

6th

Lesson５

Look at the image of the bicycle, notice the difference in speed
and the difference in the road, and use graphs to express the
speed of each scene. Discuss the reasons for getting faster andslower. Walk fast or walk late.

7th

Lesson６

Read the picture book "Kirin wa dare no dance" and show thecharacter's feelings on a graph.

8th

Afterassessment

Explain the change of the four trees, and compare the clothes
and the feeling (hot and cold) with the four trees.

3rd

4th

5th

2

Implementation content：State of lesson【Lesson at Showa Women's University Showa Preschool】
State of the first
The first graphgathers together

4th graph(Entry
example) In the story,
the last sticker of thegraph was put on theback of the sheet
because the hero
was very relieved at
the endState of the thirdI also watched the graphI made and practiced it
in front of everyone

State of the fifth
Finally, I explained
one by one to theteacher while looking
at the graph that was
made. This form has
settled down most【Kindergarten & Childcare First Classroom SETAGAYA
Lessons using digital animation teaching materials】
The first video teachingmaterial

For the first time, I'minterested in the movementof my fellows【Implementation of a program tailored to the situation of children】
At Showa Women's University Showa Preschool, we often saw howteachers taught each other. Since the time became long on the way, in thesecond half we changed the alignment and reviewed the configuration. The
speed of the child's growth was fast, and I tried to reflect on each lesson
and always prepare a program tailored to the current area of learning.
〔Lesson1〕①Graph creation, asked and explained①Graph making while listening to the story
side by side (5’35”)②I also care about the
movement of the other side

②By the end of the 15'40 ", I felt a little tired,
but to hear a little opinion③Talk here
Right: 1st graph
Bottom: Create a
fun second graph〔Lesson5〕④Point and explain③Last explained to theteacher one byone(16’30”)

3Implementation content：Determination of assessment criteria
 The three assessment items were conducted with the following goals, and scored using the evaluation criteria.

 The second temperature change was intended to be shown by the choice of clothes, but the relationship between the seasons and clothes has become

fluid recently, and it was decided not to put a weight as an evaluation item. As a result, climate change played a role in linking items 1 and 3.
Assessment item

Aim

Evaluation criteria

１．Graph explanation

How can we explain the changes in the paintings of the four trees• 3 full marks• Criteria (Refer to the evaluation criteria of the explanation of the graph in the table)
3 points：Touching the relationship between time series, cause and effect2 points：I can compare
1 points：I can say the viewpoint

２．Temperature change

Can the temperature change be expressed by the choice of clothes• ４点満点• ４枚の木の絵(＝季節)について、１枚できれば１点とした

３．Graph understanding

Can you put a seal in the appropriate position of the X-ray Y-axis• ４点満点• ４枚の木の絵(＝季節)について、１枚できれば１点とした

1．Evaluation criteria of graph explanation (detail)Score
3
pointsExplanation of graph• It can explain how variables
change with the passage oftime.

Evaluation criteria for explanation
Time series (conjunction)
Example: First, return to winter again, gradually, become○○, become ○○, and connect with the season
Cause and effect
He touches on the relationship between cause and effect.

• You can understand thatvariables change and you can
2
explain individual things inpointsconnection with the passageof time.

Comparison
Example: This is ○○ This is ○○• While it is possible to explain
the change of variables inconnection with individual
1
matters, it is not possible topointsexplain the relationship withthe passage of time.

point of view
Four seasons (winter, spring, summer, autumn)
Temperature (hot,cold)
State of tree (snow, flower, fruit, fallen leaves)
Ground (snow, green, fallen leaves)
Ground color (white, green, red)
Other (eg sky)

2．Evaluation criteria for understanding graphs (details)
Understanding the graph• You can use a line to represent
variables as they change overtime.
• For variables that change overtime, events can be graphed on
points and connected by lines.
• Events can be graphically
represented as points forvariables that change over time.
(Cannot be represented by a line)

Evaluation criteria for understanding• It is not evaluated in the assessment.
• During the lesson, I saw a child who used ahand to draw a graph when explaining.
• By putting the points correctly, it isconsidered that they can be connected by aline.
• Since there are four forms (seasons) of trees,
four points were actually scored, and if it
could all be scored as four points.

4

Implementation content：Comparison of pre-assessment and After-assessment results
1.Graph explanation
Pre-assessment： Explain the changes in the four trees, and compare the clothes and experiences (hot and cold)
with the four trees.
After-assessment：Explain the change of the four trees, and compare the clothes and the feeling (hot and cold)
with the four trees.
NO

Result
Pre
After

Pre

Seasonal picture used for assessment (4 sheets)

After

There is a fruit.
That has changed a bit.

•

Although it snowed in winter, flowers bloom in spring, so is it summer? It's nota flower in summer, what is this? ? Is it a mikan like mikan? The mikan is inbloom and leaves in autumn.

S001

1

３

•
•

S002

1

3

•
•

Season.
It is cold, hot, or unusual.

•••

Season.
Is it cold or warm
It changed in winter, spring, summer and autumn.

•
•
•
•
•
•
•

From now on, this.
It changed to this from now on.
leaf.
There is more grass here than here.
Only here is not fruitful.
The color of the sky is different only here.
Umm…do not know.

•

At first, it was snowing, and then it was completely white, but it graduallybecame blooming and the flowers became beautiful, and it became yellowish,
so it turned like this reddish yellowish green, so red and yellowish Became.

•

It's snowing, so the flowers are in bloom, the fruits are in bloom, the leaves
are falling.

•At first it was snowing like this and it wasn't quite like this, but in spring it was
full of petals and the petals and flowers were falling. Well, this is full of suchfruits, it's kind of autumnal, and it has yellow leaves, some yellow ones andsome orange ones.

•

What is attached to this tree first has changed.

••

Season.
It became snow, cherry blossoms, rose, red and yellow leaves.

•

The fruits came, the fruits were gone, and the leaves fell.

••

Season.
It was snowing, the snow was melting, the flowers were blooming, the flowers
were scattered, the fruits were growing, and then the leaves were turned.

•

This is the first winter, the next is spring, summer and autumn, so there is noleaf in winter, but in spring there are more leaves and flowers are blooming,and in summer the flowers are fruitful. So the leaves fall in the fall.

••It's winter, it's spring, it's summer, it's autumn.
The leaves change in winter, there are leaves and flowers in spring, there areapples and leaves in summer, and no leaves in autumn.

S00７

２

３

S009

1

３

F001

1

3

F002

１

3

F003

１

3

F00４

１

3

It's snowing, so it's snowing, so flowers don't bloom, and when it's springtime ... that's ... well ... there are more here, but it's less when the petals fall.
• So when it comes to autumn ....
••

This is spring, this is snow, this is summer, this is autumn.

5Implementation content：Comparison of pre-assessment and After-assessment results(Cont)
2.Temperature change
S001
Pre

S002
After

Pre

After

Pre

After

Pre

S003
Pre

S004

S006
Pre

After

After

S007
After

6

Implementation content：Comparison of pre-assessment and After-assessment results(Cont)
3.Graph understanding
S001
Pre

S002
After

Pre

After

Pre

After

Pre

S003
Pre

S004

S006
Pre

After

After

S007
After

7

Achievements: Overview
The state you want to achieve

Actual achievement level

Reason, improvement/Direction of development

1. A state in which it is recognized that a child who
has taken the "system thinking" learning material
for developed preschool children has used thematerial and has taken the first step of the systemthinker's habit.
2. It is a condition that the child after the classreceives a reaction equivalent to the preschool
children of advanced foreign cases.
3. It is in a state where it is interested in the teachingmaterials it has taken as ICT teaching materials,
and habituation begins by working independently.
4. The above states can be presented as
quantitatively as possible by rubric evaluation andthe like.



Although it is difficult to measure changes innoncognitive ability in a short period of time andquantitatively measure the retention of systemthinking, it makes it a habit to graph, which is one
element of system thinking that is the goal to beachieved this time. I think that the purpose wasachieved because the tendency was seen in mostchildren about that it was made to let.



It is considered that most children after the end of
the lesson have received a reaction equivalent tothat of the pre-school children in advanced foreigncountries.



There was a debate as to whether preschool wasappropriate as a time to start system thinking andlearning, but from this result it was possible tosupport that it is better to start in early childhood.

Goal "Can create time-series change pattern graph,and can explain events along the time axis, including
causes and reasons"Achievement target of this demonstration project

There is a research result that children's brain
grows up most at the age of 4 to 5 years, and we
conducted a field experiment of system thinking
learning for preschool children for the first time inJapan regarding the possibility of performing
system thinking learning at this time The
significance is great.

System thinking education is complex andrequires experimentation. Next examination of the
hypotheses emerging from here will lead to thedevelopment of future system thinking education.
• Since the number of subjects is small and thescientific basis and data are lacking in thisanalysis of results, continuous verification isnecessary.
• In this case, the child chooses a method of
putting a sticker and expressing it, but othermethods such as drawing a graph with a handand expressing it with a body, etc., are also
considered. It is desirable to try various
possibilities.
• System thinking is holistic, and it is importantto take a systematic approach under various
circumstances, so it is also meaningful tostudy system thinking in, for example, play andexploration activities.

In this demonstration experiment, because digitalteaching materials and analog teaching materials
were used in different gardens, it was difficult tomention comparative evaluation of teachingmaterials. It is also necessary to continue thesearch for the possibility of developing teachingmaterials.

8

Achievements: List of results of pre / After assessment
Among the trainees, eight from Showa Women's University Showa Preschool attached to and five from Kindergarten & Childcare
First Classroom SETAGAYA, which received both pre-After assessments, were included in the analysis.
Overall, most children show an increase in their explanation and graph understanding.
resultattributeassessment

lessonExplanation (3 points perfectscore)

NO

Seat 1: Temperaturechange(4 points)

Sheet 2: Understanding thegraph(4 points)

Birth monthsex

Number ofattendance

Number ofattendance

Tree lessons
Attendance

Pre

After

Pre

After

Pre

After

S001

July

Girl

2

2

None

1

３

3

3

4

4

S002

September

Girl

2

3

Yes

1

3

3

4

0

3

S003

September

Girl

2

5

Yes

1

２

1

3

2

3

S004

March

Boy

2

6

Yes

２

2

4

3

0

4

S006

September

Girl

2

4

Yes

0

0

2

4

0

1

S007

July

Boy

2

6

Yes

２

３

3

3

4

4

S008

February

Boy

2

4

Yes

１

２

3

2

0

2

S009

October

Boy

2

5

Yes

1

３

2

2

1

3

F001

November

Girl

2

3

None

1

3

4

4

0

2

F002

October

Girl

2

4

None

１

3

4

3

0

4

F003

August

Boy

2

5

Yes

１

3

3

3

0

0

F004

April

Boy

2

4

None

1

３

2

3

1

1

F005

January

Girl

2

5

Yes

0

Total

１

3

3

2

1

Total

13

31

37

40

14

32

Average

1

2.38

2.85

3.08

1.08

2.46

9

Achievements: Pre and After assessment differences■Pre ■After

Pre average

After average （Blank indicates zero point）〔１．Explanation (3 points perfect score)〕points

3

2.38

2

1

1
0

4

S001

S002

S003

S004

S006

S007

S008

S009

F001

F002

F003

F004

F005

〔2.Temperature change(4 points)〕

points

3.08
2.85

3
2
1
0

4

S001

S002

S003

S004

S006

S007

S008

S009

F001

F002

F003

F004

F005

〔3.Understanding the graph(4 points)〕

points

3

2.46

2

1.08

1
0

S001

S002

S003

S004

S006

S007

S008

S009

F001

F002

F003

F004

F005

10

Achievements: Digital teaching material developer's voice
Director of Innovation at Kolbe Catholic College
Noburo HagiwaraAs a learning material for system thinking, we selected video as a medium that easily copes with variables such as learner's age,
number of people, learning environment, time, and learning content. In particular, the following criteria were established to helppreschool children understand some of the habits underlying system thinking:
1. I enter the learning task from the materials in the children's life experience.
2. Don't be instilled, but let children realize themselves.
3. Images are centered on still images and voicelessness to allow children to freely chat, speak and exchange ideas.
4. Make videos within 2 minutes to increase the concentration of children.

Some of the 13 trial teaching materials used in this empirical study are a part of the above, but the above-mentioned things that were
aimed at the development came out from the children as expected. At the same time, the points to be improved have become clear.
1. Shorten the time of the image to increase the degree of concentration.
2. Make children aware of things they add to narration and read from images.
3. Add sound effects etc. to promote awareness and discovery.

I will continue to produce video teaching materials, and I would like to create an environment where anyone can use it on a website,anytime, anywhere.
Program development cooperation garden
Minnanomiraiwotsukuru Shinonome Nursary Directort:Hiroko Narikawa , NPO Florence Supervisor:Sakiko Morinaga• As I listened to the story of my older child, I realized that I was talking along the flow of time and I could feel growth. I thought that I could findmyself by knowing this program.
• If you think about system thinking and you think about various things that occur daily in the garden, and think about the time series change
pattern graph, not only what is happening in front of that time but also that morning or a little before that day I think it will help you to think
about what happened and the movement of your feelings, and to think about what you really need to solve.
• There is instruction such as being able to write one's name as preparation for admission for older children, or counting to 10, etc. On the other
hand, to get into the habit of thinking about system thinking etc. means that what happened in one's own body Is not it helpful to solve it? I
feel I can wear it at this time.

11

Possibilities of System Thinking Education and Future Initiatives
Possibilities of System Thinking Education
 In the complex society, system thinking is widely used as creative thinking that does not follow precedents, and as thinking
necessary for creating ideas. Through this demonstration project, in Washington State where Microsoft and Boeing areheadquartered, system thinking education is included in the small, middle, and high study guidelines, and children are learning
system thinking as part of subject learning. I knew In recent years, research in brain science has progressed, and while thepossibility of early childhood education has attracted attention, system thinking education from early childhood on the theme of
picture books and familiar life has become active.
 In Japan, system thinking education is conducted as part of adult education. However, according to the board committee
specializing in system thinking, Shoji Yoshizawa says that many adults who receive system thinking education find it difficult toacquire the habit of system thinking.
 Although the demonstration project this time was a short period and was insufficient as empirical data, the children acquired thetime-series change pattern graph, and what changed in time-series in their own words, why From talking about what haschanged, we can see how we are taking the first step towards habituation of system thinkers. Based on the results of this project,
we intend to continue long-term demonstration experiments in the future. At the same time, I would like to work on
demonstration experiments of system thinking education in elementary schools that already have precedents outside Japan.

Potential for future efforts
 Themes of system thinking education are diverse. In addition to the themes covered in this demonstration project, it is also
possible to graph changes in one's own experiences and familiar flora and fauna, and system thinking can be used in various
situations in daily life.
 ＜The target and tools of system thinking education and future possibilities＞① Program development and implementation of utilizing time series change pattern graph in life for infants.
② Development and implementation of programs that use non-graph system thinking tools such as bathtub theory for young
children.
③ Program development and implementation of system thinking tools such as connected circles and feedback loops forelementary school students.

12