Faculty of Human Sciences
Department of Childhood Education
ABOUT
Department of Childhood Education
Supporting a child's growth is
Nurturing Japan's future.
- #children
- #Childcare
- #EarlyChildhoodEducation
- #Childcare support
- #Special needs education
- #InclusiveEducation
ADMISSION
POLICY
- 01
To support the healthy physical and mental development of children
People who are eager to acquire knowledge and skills - 02
Essential communication skills for educational and childcare settings
The person wearing it - 03
People who are eager to acquire culture and skills related to childcare
Characteristics of the Department
Various qualifications can be obtained.
In addition to a Class 1 Kindergarten Teacher's License and Childcare Worker Qualification, you can also obtain a Class 1 Special Needs School Teacher's License*, Associate School Psychologist, and Childcare Psychologist (Class 2) qualifications. You can also obtain an Elementary School Teacher's License through distance learning (additional fees apply).
*When obtaining a Type 1 Special Needs School Teacher's License, it is recommended to separately obtain an Elementary School Teacher's License through distance learning as a concurrent study.
In the department
Revitalizing research exchange
The "Child Education Study Group" is held regularly, consisting of faculty members, assistants, and staff from the Childcare Support Office. Active research exchanges are conducted to apply research results to educational practice.
Childcare throughout the community
Support activities
A "Childcare Support Office" has been established on campus, run by students, faculty, and staff of the department. It contributes to local childcare support by facilitating interaction between parents and children, offering childcare classes, and providing childcare consultations.
Advanced Program
A support program that responds to motivation
Highly specialized childcare and education professionals
Promotion of obtaining qualifications as a professional
By obtaining the Associate School Psychologist and Childcare Psychologist (Type 2) qualifications, we cultivate highly specialized childcare and education professionals who can appropriately respond to the modern needs of early childhood education and care settings and provide appropriate support to children with special needs.
Four-year learning process
First year:Building the foundation for learning
As a first step in university learning, students will acquire a broad range of knowledge while deepening their understanding of people, society, and children. They will be exposed to diverse ways of thinking and values, and cultivate an attitude of learning while collaborating with others. They will develop the flexible thinking skills and rich humanity necessary for future professionals who work with children.
In the second year,we studied theory.
Taking the first step towards practical application
Taking the first step towards practical application
Students will learn about child development and theories of childcare and education, solidifying their professional foundational skills. They will understand the meaning of children's lives and play, fostering their sensitivity and insight as childcare providers, in preparation for practical teaching experience where they will interact with children in real life. Through this learning process, they will also deepen their awareness of their future career paths.
3rd yearWith children
To know the joy of growing up
To know the joy of growing up
We cultivate the ability to apply learned knowledge in real-world situations. Through experiences such as teaching practice and childcare internships, students learn practical ways to interact with children and create a supportive environment. By connecting theory and practice, students develop confidence and a sense of responsibility as professionals who support children's growth.
4th yearIntegrating learning,
Towards professional independence
Towards professional independence
Students will integrate their previous learning and deepen their expertise through graduation research and other activities. They will develop the ability to consider practical issues from multiple perspectives, connecting children, families, and communities. The goal is to cultivate individuals with practical skills and warm, reliable expertise who can contribute to society as childcare providers and educators.
Class Pickup
Through repeated experiential learning,
Cultivating the basic skills of childcare workers
Foundations of understanding young children
Assistant Professor Yuuki Okimoto
This course explains techniques for observing infants and toddlers based on the child-rearing perspective of child studies, which respects children as individuals, how to gain a solid understanding of children from observation records, and how to provide appropriate developmental support based on that understanding. Through observation and participation experiences in actual childcare settings, participants will learn concrete ways to interact with children and support the development of relationships among children, and cultivate practical skills. In addition, the course will explain childcare case studies and how to properly write observation records of children, and aims to cultivate a perspective that accepts and understands children by analyzing the records after observation.
Being supportive and thinking alongside parents
Aiming to become a childcare worker
Childcare Counseling and Support Workshop
Keiji Sakaki, Associate Professor
In order to achieve the best interests of children, students will learn about support for children and their guardians who use child welfare facilities such as daycare centers, while drawing on knowledge and methods from psychology and social welfare studies. This class aims to give students a deeper understanding of the appropriate interactions required of childcare workers, including through group discussions on cases involving a variety of children and their guardians.
Seminar Pickup
Takanobu Abe Seminar
Guidance for children with special needs
Support Research
By actually playing and learning with children who require special consideration at daycare centers, kindergartens, elementary schools, and other schools, we will pursue what kind of support and appropriate guidance each child needs, and what reasonable consideration is in the inclusive education system. We also actively engage in exchanges with children with disabilities at special needs schools.
Seminar student voices
Yuki Mizoguchi
Kyushu Sangyo University
Kyushu High School/Fukuoka
We have fun seminar activities, such as interacting with special needs schools and holding recreational activities with children who attend day care centers after school. The appeal of seminar activities is that they allow you to have interactions that you can't experience in class.
Shoko Mihara Seminar
"I want to see! I want to hear! I want to tell you!"
Considering childcare that fosters children's motivation
Children become engrossed in things that interest them. When childcare workers use positive language, children's motivation increases. In the Mihara seminar, we consider childcare that fosters children's motivation based on "linguistic expression." We participate in local childcare support as a seminar, and through practical childcare experience in the field, we delve deeper into our own interests and engage in individual research.
Seminar student voices
Madoka Sasaki
Genkai High School/Fukuoka
I chose this seminar because I was interested in the impact that words have on children and how childcare workers can influence them. In the seminar, each student has their own assignment and works together in a fun environment to tackle the activities.
Qualifications and career path data
Qualifications to aim for
- Kindergarten Teacher's License (Type 1)
- Childcare worker qualification
- Special Needs School Teacher's License (Intellectual Disability, Physical Disability, and Illness)
- Elementary school teacher's license (Type 1) *1
- Associate school psychologist
- Childcare psychologist (class 2)
- Qualifications for social welfare director appointment *2
- Curator
- Social education specialist (training course), etc.
*1 While our university is authorized to allow students to obtain a Class 1 Special Needs School Teacher's License using a Class 1 Kindergarten Teacher's License as a base license, we recommend that those who wish to work as a special needs school teacher in the future also obtain an Elementary School Teacher's License, taking into account the current employment situation.
*2 A Class 1 Elementary School Teacher's License can be obtained by utilizing the Educational Partnership School System (Bukkyo University Correspondence Education Program). (Additional fees apply)
Main Employment Destinations
- Fukuoka Nature Academy Satsuki Kindergarten
- / Anrakuji Gakuen Igis Renge Kindergarten
- / Tsuruta Art Academy Tsuruta Mitoma Kindergarten
- Shiokawa Gakuen Shiragiku Kindergarten
- Fukuoka Matsumi-kai Nishijin Nursery School (Social Welfare Corporation)
- / Misora Nursery School (Social Welfare Corporation Korinkai)
- / (Company Fuku) True Inquiry Norimatsu Nursery School
- Midori Nursery School (Social Welfare Corporation)
- Maizuru Nursery School (Social Welfare Corporation Maizuru-kai)
- Hakata Welfare Center Hakata Nursery School (Social Welfare Corporation)
- Cosmos Seikai Nakagawa Dozen Cosmos Nursery School (Social Welfare Corporation)
- Kujira Fukuoka City Child Psychological Treatment Facility (Social Welfare Corporation)
- / (Company Fuku) Japan Injured Rehabilitation Association
- Japan Childcare Service Co., Ltd.
- Art Child Care Co., Ltd.
- Fukuoka City (Childcare Worker)
- Naha City (Childcare worker)
- Shime Town Hall (Childcare Worker)
- / Elementary school teacher in Fukuoka Prefecture
- /Teacher at a special needs school in Fukuoka Prefecture
Graduate Interview
Karen Nagano
Kyushu Sangyo University Kyushu High School/Fukuoka
- Employment
- Social Welfare Corporation Seimon Fukushikai
Semen Kindergarten Nursery Teacher
In Department of Childhood Education, I was able to hear from people who work in various facilities such as kindergartens, nursery schools, and child welfare institutions, which helped me shape my own perspective on childcare. My current goal is to become a childcare worker who can support the healthy upbringing, growth, and development of children.
Misa Sarushima
Genkai High School/Fukuoka
- Employment
- Fukuoka City Special Needs School Teacher
I'm glad I studied undergraduate school, as I learned the importance of understanding children from a professional perspective. My lifelong goal is to be an adult who is supportive of children, observing them day by day and considering what kind of future they will have.
Hinako Furukawa
Shingu High School / Fukuoka
- Company that offered me a job
- Shime Town Hall (Childcare Worker)
Since I aspired to become a civil servant, I diligently studied every day to pass written exams such as the general knowledge test and the SPI. I made efficient use of my commute time and breaks to study effectively. For interview preparation, I organized my thoughts and repeatedly practiced various scenarios, including individual, group, and unexpected questions. I also belonged to a civil service exam preparation group, and thanks to the careful guidance of the instructors, I was able to improve my skills and receive the job offer I had long desired.
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