FACULTY OF HUMAN DEVELOPMENT

KAS60104 ANALYSIS OF EARLY CHILDHOOD EDUCATION CURRICULUM

AND PHYLOSOPHY

PROGRAM :

MASTER IN EARLY CHILDHOOD EDUCATION ( MT-17 )

ASSIGNMENT :
REVIEW AND ANALYZE STORY BOOK

( Totto-Chan by Tetsuko Kuroyanagi )

NAME :

NURAZIZA SYAFFA’ BINTI AHMAD SOYUTI

MATRIK NUMBER :

( M20232002977 )

LECTURER :
DR. ROMARZILA OMAR
 1.0 INTRODUCTION

Totto Chan: The Girl of the Little Window is a book based on true story of Tetsuko Kuroyanagi.
A book about Tetsuko Kuroyanagi's childhood during World War II destroyed Japan. The book revolves
around Tetsuko Kuroyanagi known her character from the book is Totto Chan who is innocent, curious,
always excited about new things and imagination. This book also talks about Totto Chan and her family,
especially her mother and Rocky ( her dog’s). The author highlight in this book is a about Sosaku
Kobayashi, or often called Mr. Kobayashi, the headmaster of the school at his Railway School or known
as Tomoe Gakuen. At Tomoe Gakuen, Sosaku Kobayashi created an educational program that is
incredibly distinctive from that of other schools in general. Education about the Environment, which is
taught in a straightforward and useful manner both within and outside of the classroom, through class
rules and the role of the educator, is one of the educational systems that stands out at Tomoe Gakuen.
Totto Chan is a nickname for Tetsuko Kuroyanagi. As a child, Totto Chan often moved to
school. Not because she's clumsy, it's just that she has a very high level of curiosity and doesn't stop
until her curiosity been answered. Totto Chan loves the street, even though the lessons are going on,
like when she stands by a window and waits for a group of street musician to come over in her class.
That's why she is also called a little girl in the window, like the title of this novel. (Helmita, Haqi Farma
, 2023)
This story began when Totto Chan keeps opening and closing her school desk because she was
so happy with it. Unfortunately, her behaviour makes the teachers felts uncomfortable and annoying
because she keeps disturbing the teachers lesson while they are teaching in the class. The mother felts
so worried about Totto Chan and keeps on thinking about suitable schools for her daughter. Luckily,
the mother found very special school that might be fun and comfort her daughter. Totto Chan’s first
impressions was very interested and excited about the school environment especially about the
classrooms that uses six abandoned railroad cars. Totto Chan and her mother were warmly greeted by
the headmaster or known as Mr. Kobayasi.
At Tomoe Gakuen, one of the most notable educational programs is Education about the
Environment, which teaches students about the role of the educator and class regulations in an easy-to-
understand manner both inside and outside of the classroom. (Shakira A. Ha.,Budi M., 2023) . Various
educational methods used at Tomoe GAKUEN made Toto-Chan more excited about going to school.
Reading this book makes the reader feels very touch and keeps thinking about their educational
systems. In facts that today, Japan is a country that has a good education system and produces quality
human resources. Totto Chan's book flows beautifully and immerses the reader in it. That's what makes
Totto Chan: The Girl in the Window worth to read, especially to parents and teachers. Thru reading this
book, the reader will be more understand about children’s world. Another thing, this book is not boring
and fun to read over and over again. While reading the book, readers can feels like put yourself as Totto
Chan.
 2.0 CURRICULUM MODEL

The Tomoe Gakuen uses a contextual curriculum, as evidenced by the fact that, in contrast to most
Japanese schools, its classrooms are housed in disused train carriages. The educational program at the
school is both highly distinctive and engaging. The principal's intention was very clear that he wants to
turn the school into a place where all the children desire to come to learn. All his intentions to make
sure all the children come to school with happy faces, in good mood and stay healthy.
According to Daniel Muhammad Rosyid, as cited by Musfiatul Muniroh (2019) in her book
"Belajar, Bukan Bersekolah," a quality education should always be focused on a few key ideas,
including student-centered education and the creative packaging of the learning process operating
adaptably and with an eye toward the variety and singularity of children potential. (Shakira A. Ha.,Budi
M., 2023)

2.1 Bank Street Curriculum

A well-known pedagogy with roots in progressive education and developmental psychology is
the development-interaction approach or some may know as Bank Street Curriculum. They make the
assumption that various children's development occurs at different times or ages. The different
interaction between ages will create new knowledge for the children’s . (Cohen, M. H.,2020)
Furthermore, the contecnt of Bankstreet Model also will make children’s attentions be more excited
with the people outside of the world including with materials and ideas. (Nordin Mamat, Romarzila
Omar, 2022).
Tetsuko Kuroyanagi's "Totto-Chan: The Little Girl at the Window" has an unusual and
innovative pedagogical stance. The novel takes place in post-World War II Japan and centres on Sosaku
Kobayashi, the principal of the unusual institution known as Tomoe Gakuen. The following essential
components define Tomoe Gakuen's curriculum and instructional strategies:

2.1.1 Children’s-Centered
Every child's education is individualised based on their interests and skills. It is recommended
for students to follow their own interests and learn at their own speed. The unique needs and
interests of every child are given top priority in both the Bank Street Curriculum and Tomoe
Gakuen . (Silin, J. G.,2021).

• Bank Street: Places emphasis on the significance of comprehending the distinct developmental
trajectory of every child and customising the educational experience to suit their requirements.
.( Park, S., & Lit, I.,2019)
 • Tomoe Gakuen: Totto-chan receives individualised attention and consideration from
headmaster Sosaku Kobayashi, who creates a flexible and encouraging learning atmosphere that
fosters her curiosity and growth. (Helmita, Haqi Farma , 2023)

2.1.2 Curriculum Integration

Instead of teaching subjects separately, they are incorporated into projects and activities that
increase the significance and relevance of learning. Real-world applications and experiential
learning are key components of learning. A fundamental tenet of both instructional strategies is
learning by doing. (Cohen, M. H.,2020)

• Bank Street: Supports practical exercises and real-world exposure as essential elements of
education. This covers assignments, field visits, and interactive exercises that encourage students
to participate in active learning.

• Tomoe Gakuen: Students engage in practical assignments, farming, and outdoor exploration.
The headmaster provides children real-world experience in his lessons.
For instance, in the theme "The Farming Teacher," the principal invites an experienced farmer
to teach the class about planting. (Kuroyanagi, 1981)

2.1.3 Adaptability ( Environment as the third teacher )

The daily timetable at Tomoe Gakuen is variable, students can choose the sequence in which they
study various subjects. Outdoor activities and experiential learning are prioritised. One of the
most important aspects of education is thought to be the actual learning environment. (Cohen, M.
H.,2020)

• Bank Street: Learning environments, including classrooms, are intended to be lively and
engaging, encouraging inquiry and collaboration.

• Tomoe Gakuen: An essential component of education is the physical surroundings, which

includes outdoor areas. An interesting and motivating environment is created by holding classes
aboard train cars and incorporating the outdoors into the curriculum. It was in the chapter "The
Library Car" of the book Toto Chan that their headmaster initially introduced them to their first
library. Because they were so happy, the kids chose to spend their first class of the day in the
library car. (Kuroyanagi, 1981)
2.1.4 Development of the Moral and Emotional
The curriculum gives children's moral and emotional development a lot of weight. Cooperation,
kindness, and empathy are all important lessons learned in school.
A primary goal is the development of social and emotional intelligence. (Khadijah, Arlina, Riska
W. H., Maisarah, 2021)

• Bank Street: Promotes cooperation, empathy, and self-awareness while placing a strong focus
on children's social and emotional development.

• Tomoe Gakuen: Sosaku Kobayashi's methodology incorporates cooperation, kindness, and

empathy education. The caring atmosphere of the school promotes interpersonal and emotional
health. He is deeply concerned with the feelings of the students. This is revealed from the "Tails"
topic, in which the headmaster reprimanded a teacher for saying that people are born with tails,
and said perhaps one of children still has a tail. The teacher then called out Takahashi's name.
Takahashi then gave a solid reaction, declaring firmly that he was without a tail. This shows that
the headmaster really cares about the emotions of the children in the class. The teacher regretted
the actions of her teaching in the class on that day. (Kuroyanagi, 1981)

2.1.5 The Creative Arts and Physical Education

Academic courses are given equal weight to the arts, music, and physical education. It is
recommended for students to engage in creative expression and maintain an active lifestyle. The
arts and physical education are valued as vital components of education in both curricula. (Cohen,
M. H.,2020)

• Bank Street: Recognising the importance of the creative arts for emotional and cognitive
growth, it incorporates them into the curriculum. Movement and physical education are also
essential. (Ningsih, 2022)

• Tomoe Gakuen: The curriculum encourages children's creativity and physical health by
providing lots of possibilities for music, painting, and physical activities. At Tomoe Gakuen,
creative arts are not merely extracurricular activities but integral to the daily educational
experience. The headmaster, Mr. Kobayashi, understood the profound impact that art can have
on a child's development. He encouraged children to express themselves through various artistic
mediums, recognizing that creativity is a crucial component of learning and personal growth.
(Kuroyanagi, 1981).
3.0 THEORY ( Jean Piaget’s Theories )

Jean Piaget's theories of cognitive development align well with the educational philosophy
portrayed in "Totto-Chan: The Little Girl at the Window." Piaget's emphasis on the stages of
development, the importance of hands-on learning, and the need for a child-centered approach are
reflected in the practices at Tomoe Gakuen. (Lucia S., Musa M., 2022). Jean Piaget's theory of cognitive
development is a comprehensive framework that explains how children actively construct knowledge
and understanding of the world around them. Developed through extensive observations and interviews
with children. (Lucia S., Musa M., 2022)

3.1.1 Stages of Cognitive Development

Piaget's theory outlines four stages of cognitive development: sensorimotor, preoperational, concrete
operational, and formal operational. Relating Jean Piaget's stages of cognitive development to the story
of Totto-Chan, a young girl attending a unique school in Japan during the early 20th century, offers an
intriguing perspective on how children's cognitive abilities evolve and interact with their environment.
(Smith, L.,2020). Tomoe Gakuen's practices reflect an understanding of these stages:

• Preoperational Stage (2-7 years):

o Children in this stage are characterized by symbolic thinking and imagination. At
Tomoe Gakuen, activities that stimulate imagination, such as storytelling and creative
arts, are encouraged.
o Totto-chan's curiosity and imaginative play are nurtured, aligning with Piaget's
emphasis on the importance of symbolic play in this stage.
• Concrete Operational Stage (7-11 years):
o This stage involves logical thinking about concrete events. The hands-on learning
experiences at Tomoe Gakuen, such as farming and outdoor observations, cater to this
developmental stage by providing concrete, tangible learning opportunities.
o The flexible curriculum allows students to explore subjects in a context that makes
sense to them, fostering logical thinking.

3.1.2 Active Learning

Piaget believed that children learn best through active discovery rather than passive reception of
information. According to Piaget, children are not passive recipients of information; instead, they are
active constructors of knowledge. They learn best through direct interaction with their environment,
engaging in activities that challenge their thinking and problem-solving abilities. (Hafsah Taha, Zahyah
Hanafi, 2020)
 • Hands-On Activities:
o Students are engaged in practical activities such as farming, which allows them to learn
through doing, reflecting Piaget's concept of active learning.
o The school environment encourages exploration and experimentation, critical
components of Piaget's theory.

3.1.3 Constructivist Approach

Piaget's constructivist approach asserts that children construct knowledge through their experiences and
interactions with the world. Cognitive development forms the basis for the constructivist approach in
education, emphasizing that children actively construct knowledge and understanding through their
experiences and interactions with the world. (Lucia S., Musa M., 2022)

• Learning Through Exploration:

o Totto-chan's experiences at Tomoe Gakuen are rooted in exploration and interaction
with her environment. The school supports her natural curiosity and allows her to
construct knowledge from her experiences.
o The individualized attention and flexible curriculum enable each child to build
understanding at their own pace, consistent with Piaget's constructivist views.

3.1.4 Importance of Play

Piaget emphasized the role of play in cognitive development. Jean Piaget's theory underscores play as
a central mechanism through which children learn, grow, and develop essential skills across multiple
domains. Play is not merely recreational but serves as a vehicle for exploration, socialization, creativity,
and cognitive development. (Smith, L.,2020).

• Play as a Learning Tool:

o At Tomoe Gakuen, play is an integral part of the curriculum. The emphasis on joy and
fun in learning aligns with Piaget's view that play is crucial for cognitive and social
development.
o Activities such as playing in nature, engaging in imaginative games, and participating
in physical activities help develop cognitive and social skills.
3.1.5 Moral Development

While Piaget is primarily known for his work on cognitive development, he also explored moral
development. Piaget believed that moral development progresses through stages, much like cognitive
development, and is closely linked to the child's cognitive abilities and social interactions. (Khadijah,
Arlina, Riska W. H., Maisarah, 2021)

• Moral and Emotional Growth:

o The nurturing environment at Tomoe Gakuen supports moral and emotional
development. The school places importance on empathy, kindness, and cooperation,
fostering a sense of morality in children.
o This holistic approach to education is in line with Piaget's understanding that cognitive
and moral development are interconnected.

Conclusion
As portrayed in "Totto-Chan: The Little Girl at the Window," the educational methods at Tomoe
Gakuen serve as excellent examples of several of Jean Piaget's theories regarding cognitive
development. The school fosters an environment where children may actively construct information,
develop intellectually and morally, and enjoy the process of learning through play and exploration
because of its child-centered, hands-on, flexible approach to learning. (Peterson, C.,2021). The
aforementioned congruence highlights the enduring significance of Piaget's contributions in
comprehending and refining child development and education. (Lucia S., Musa M., 2022)

4.0 EARLY CHILDHOOD EDUCATION

The educational strategy portrayed in "Totto-Chan: The Little Girl at the Window" and the
Malaysian National Preschool Curriculum Standard (KSPK) are similar in that they emphasise
experiential, holistic, and child-centered learning. Both curricula have a strong emphasis on children's
overall development, which includes their intellectual, emotional, social, and physical maturation.
(Yunus, N. H., & Othman, S., 2019). Learning at KSPK is student-centered, with teachers facilitating
rather than directing, in line with Totto-chan's personalised attention and independence at Tomoe
Gakuen.
While Tomoe Gakuen incorporates practical chores and outdoor exploration, KSPK advocates
for play and hands-on activities. Both systems emphasise learning via direct experience. A
distinguishing feature of both systems is the thematic and interdisciplinary integration of disciplines,
which enhances the significance and contextual relevance of learning. The development of social and
emotional skills is also crucial. (Hafsah Taha, Zahyah Hanafi, 2020) Here’s how these elements are
interrelated:
4.1.1 Teaching & Learning Strategies – Learning Through Play

KSPK: Emphasizes the importance of learning through play as a crucial strategy in early childhood
education. It fosters cognitive, social, emotional, and physical development by allowing children to
explore, experiment, and discover in a playful context. These activities are guided by teachers but
allow children to make choices and direct their own learning. (Yunus, N. H., & Othman, S., 2019).

Tomoe Gakuen: At Tomoe Gakuen, learning is deeply integrated with play. Totto-Chan and her peers
engage in various playful activities, such as exploring nature, participating in creative arts, and practical
hands-on tasks, all of which make learning enjoyable and effective. The teaching approach was likewise
distinct from that of other Japanese schools at that year. As mentioned in the chapter titled "Lesson at
Tomoe," the teachers gave the children the freedom to choose the subject in which they wanted to begin
that particular lesson. The students studied mostly on their own, with teacher consultation when needed.
(Kuroyanagi, 1981)

4.1.2 Multiple Intelligences

Both KSPK and Tomoe Gakuen recognize the importance of addressing different types of intelligences
to nurture well-rounded individuals. KSPK integrates the theory of multiple intelligences, which
recognizes that children have diverse ways of learning and understanding the world. This approach
ensures that the curriculum addresses various types of intelligences, as proposed by Howard Gardner.
(Hafsah Taha, Zahyah Hanafi, 2020)

i. Interpersonal Intelligence
KSPK: Focuses on developing interpersonal skills by encouraging group activities, cooperative play,
and social interaction, helping children understand and relate to others. In the context of the Malaysian
National Preschool Curriculum Standard (KSPK), fostering interpersonal intelligence is integral to
children's holistic development. These practices not only enhance children's ability to interact
effectively with others but also contribute to their overall social and emotional development. (Salleh,
N., & Ahmad, T.,2023).

Tomoe Gakuen: The nurturing environment at Tomoe Gakuen emphasizes empathy, cooperation, and
understanding. Totto-chan learns to interact with her peers, understand their feelings, and develop
strong interpersonal relationships. From the chapter “The Hair Ribbon”, when Toto Chan considers the
principal's sentiments for the first time and begs her to stop wearing her ribbon to school, the writer
portrays Toto Chan as thoughtful. This is because, his son always pestering him to get the same ribbon
as Toto Chan. He tried to find it in the store, but the ribbon was imported from abroad. Therefore, Toto
Chan decided not to wear it to school anymore. This shows that at Tomoe, children are trained to be
considerate and understand each other. (Kuroyanagi, 1981)

ii. Intrapersonal Intelligence

KSPK: Aims to help children develop self-awareness, understanding their own strengths, weaknesses,
desires, and emotions through reflective activities and individual tasks. Within the framework of the
Malaysian National Preschool Curriculum Standard (KSPK), fostering intrapersonal intelligence is
crucial for developing self-aware, reflective, and emotionally healthy individuals. (Salleh, N., &
Ahmad, T.,2023). These practices help children become more self-aware, reflective, and emotionally
balanced, laying the foundation for lifelong personal and emotional well-being.

Tomoe Gakuen: The personalized attention and freedom given to Totto-chan at Tomoe Gakuen
encourage her to understand herself better. She learns about her own preferences, strengths, and areas
for growth, which enhances her intrapersonal intelligence. Toto Chan's development can be seen in the
title "Visiting the Wounded" where Toto Chan represents her school to visit the soldiers who were
wounded due to war. Therefore, they are given the opportunity to visit them. The other children sang
songs for the soldiers to entertain them. However, only Toto Chan did not know about the songs they
sang. Until, one of the soldiers noticed that Toto Chan did not participate in the singing session. Toto
Chan boldly let it be known that she would sing a song she knew. The soldier's reaction was surprising
when he cried listening to Toto Chan singing because he was happy and missed his daugther. This made
Toto-Chan feel touched and happy that the soldiers liked her singing. (Kuroyanagi, 1981)

5.0 CONCLUSIONS

Tetsuko Kuroyanagi's book "Totto-Chan: The Little Girl at the Window" is a powerful story of
experiential learning that is centred around the child and closely adheres to Jean Piaget's theory of
cognitive development, the Bank Street Curriculum, and the Malaysian National Preschool Curriculum
Standard (KSPK). Like these well-established educational frameworks and theories, Totto-chan's story
and her experiences at Tomoe Gakuen serve as an example of an educational philosophy that places a
high priority on children's complete development.

The educational philosophy of Tomoe Gakuen, as portrayed in "Totto-Chan," emphasises the

uniqueness of every kid and gives them the freedom to pursue their hobbies and learn at their own
speed. This is strongly associated with the Bank Street Curriculum, which promotes a developmental-
interaction and child-centered approach. Both provide equal emphasis on a child's intellectual,
emotional, and social development. The significance of involving children in meaningful and
pleasurable learning experiences is underscored by the focus on creative arts, physical activities, and
real-world experiences in both environments. (Cohen, M. H.,2020)

This idea is also shared by the KSPK, which incorporates play-based learning and multiple
intelligences into its structure. KSPK recognises that children learn in different ways and works to
promote many parts of a child's development. This is similar to Tomoe Gakuen's individualised and
adaptable curriculum, where activities are created to meet each student's unique interests and skill level.
Tomoe Gakuen's teaching methods and KSPK both emphasise the value of a nurturing and engaging
learning environment that promotes inquiry and discovery. (Salleh, N., & Ahmad, T.,2023).

Jean Piaget's theory of cognitive development, which outlines the stages through which children
develop logical thinking and understanding, is also reflected in the educational practices at Tomoe
Gakuen. Piaget placed a strong emphasis on the value of active learning and the environment's
contribution to the development of cognition. (Smith, L.,2020). At Tomoe Gakuen, childrens are
engage in activities that foster critical thinking and problem-solving abilities while learning directly
from their environment. This method is consistent with Piaget's constructivist learning theory, which
holds that children learn through doing. Furthermore, Tomoe Gakuen's activities clearly reflect Piaget's
stages of development, especially the preoperational and concrete operational stages. The curriculum
at the school encourages symbolic thinking and imaginative play, which are traits of the preoperational
stage, and offers practical, hands-on experiences that complement. By ensuring that children's cognitive
capacities are developed in accordance with their age and developmental stage, developmental
alignment is ensured. (Smith, L.,2020).

Lastly, "Totto-Chan: The Little Girl at the Window" offers a striking illustration of a teaching
strategy that is strikingly in line with the principles of the KSPK, the Bank Street Curriculum, and Jean
Piaget's theory of cognitive development. The story demonstrates the value of a holistic, child-centered,
and experiential approach to education and how it may produce confident, well-rounded people.
Through acknowledging and fostering each child's distinct abilities and passions, these educational
frameworks establish a nurturing This lovely book offers an engrossing look into the distinctive
teaching methodology of Tomoe Gakuen, a school that valued uniqueness and encouraged creativity in
ways that are still relevant today. Readers are invited to discover a world where education is an
adventure, play is essential, and every child's potential is valued through the eyes of the energetic and
inquisitive Totto-chan and stimulating learning atmosphere that equips children for success in life and
personal development.
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