Educational support systems and methods for evaluating the abilities they foster.

Abstract

The objective of this invention is to record children's play as data and to enable the evaluation of abilities developed based on that data and to link them to the next educational curriculum. [Solution] Based on the time children spend in the play area or the number of times they enter and exit the play area while at the nursery, evaluation data of children's play and the abilities fostered through play is created by comparing it with the average value per child. This allows the abilities fostered through play to be linked to evaluation values ​​in subjects in the next educational curriculum.

Description

Technical Field

[0001] The present invention relates to an educational support system and the abilities to be nurtured, and particularly to the evaluation of the abilities nurtured through play.

Background Art

[0002] In nurseries, kindergartens, etc., a system for checking children's activities using IT is used. The current behavior recording system for infants and children has a mechanism in which a person in charge inputs the behavior records of infants through input terminal devices installed everywhere and outputs the behavior records of each infant by an output device. Also, the output behavior records of infants can be provided to guardians.

[0003] However, in the current "selective childcare", which is the standard of free childcare (environmental childcare), since childcare workers recognize the diversity of children and children select what they want to do by themselves, the activities are different and there is no method for extracting comparison targets. For this reason, there is a problem that it is difficult for childcare workers to determine the growth of children. In the implementation of free childcare, it is difficult for childcare workers to evaluate and record children (to grasp the state of children), and it is very difficult to follow each child's day individually. As a result, it is required that the activities of children be recorded, analysis be performed based on the activity data, and using the analysis data, childcare workers finely guide and nurture children.

[0004] Also, attempts are being made by the education committees of each local government to utilize the development of children's abilities through play in nurseries and kindergartens for learning in elementary schools.

[0005] However, it is not clear how the abilities nurtured through children's play in nurseries and kindergartens are growing, or how the nurtured abilities are related to learning in the educational courses after graduation from kindergarten, that is, in elementary schools, junior high schools, and high schools. For this reason, an educational support system that records the activities of children while in the nursery as data and is useful for guiding children while in the nursery is required.

[0006] Currently, by utilizing information and communication technology (ICT), it is possible to record and compile children's activities as data with a simple configuration that does not burden childcare providers, and to quantify data related to children's activities. Furthermore, a childcare system has been proposed that allows parents to easily check records of their children's activities through data and monitor their children's activities in real time, and also makes it easier for childcare providers to understand what the children are doing (see Patent Document 1).

[0007] This type of childcare system includes a server, a tablet connected to an IC card reader, a computer installed in the nursery's office, and an IC chip. Play areas are set up in the nursery rooms, with a tablet and an IC card reader placed in each play area. The IC card reader reads the IC chip when a child starts and finishes playing. The server records the child's activities in the play area as data based on the child number on the IC chip read by the IC card reader. The tablet displays the child's name from the IC card read by the IC card reader when the child starts playing in the play area, and can erase the child's name from the screen when the child finishes playing. [Prior art documents] [Patent Documents]

[0008] [Patent Document 1] Patent No. 7332748 [Overview of the Initiative] [Problems that the invention aims to solve]

[0009] The objective of this invention is to record children's play as data with a simple configuration, reducing the burden on caregivers, and to understand the abilities being nurtured based on that data. Alternatively, by constructing a system that can handle data linking these nurtured abilities to subsequent educational curricula such as elementary school, the objective is to enable caregivers to easily understand children's situations and growth, clarify the correlation between the abilities nurtured during their time at the nursery and the evaluation of learning items in educational curricula such as elementary school after graduation, and improve the effectiveness of the educational support system. [Means for solving the problem]

[0010] The educational support system according to the present invention is characterized by comprising: a database unit that stores child authentication information data linking child identification information and authentication information, and play characteristics data linking play and the abilities fostered by said play; an authentication unit that acquires the authentication information provided in a play corner where said play can be played; a recording unit that records the entry time or exit time based on the time the authentication information was acquired in the authentication unit; a calculation unit that calculates the time spent and / or the number of times a child with the authentication information has entered and / or left the play corner based on the entry time and exit time recorded by the recording unit; an identification unit that identifies a child from the child authentication information data based on the authentication information; a storage unit that stores the authentication date and time of the child authenticated by the authentication unit, the identification information of the identified child, the play corner, and the result of the calculation as linked data; an evaluation unit that evaluates the abilities fostered by each child based on the child data stored in the storage unit; and a storage unit that stores the result of the evaluation together with the child's identification information as evaluation information.

[0011] The method for evaluating the abilities to be nurtured according to the present invention includes the steps of: linking play with the abilities to be nurtured; acquiring authentication information of a child entering or leaving a play area where the play can be performed; acquiring identification information of a child who possesses the authentication information; recording the entry time or exit time based on the time the authentication information was acquired; calculating the time spent in the play area and / or the number of times the child entered and left based on the entry time and the exit time; storing the child's identification information, the date and time the authentication information was acquired, the play, and the result of the calculation as linked data; and the abilities to be nurtured The method is characterized by including the steps of: specifying an evaluation period; classifying the play into major categories of play and linking the major categories of play with the abilities to be fostered; calculating the sum of the results of the calculations performed by each child for the major categories of play during the evaluation period; calculating the average value of the calculation results per child from the sum of the calculation results of multiple children extracted based on the specific information of the children for the major categories of play during the evaluation period; and determining an evaluation value for the abilities to be fostered linked to the major categories of play based on the sum of the calculation results of the children and the average value. [Effects of the Invention]

[0012] According to the present invention described above, the activities of children can be recorded, compiled, and analyzed to provide childcare workers, kindergarten teachers, and parents with information on the current state of abilities nurtured through play during their time at the nursery school, which can be used to create guidelines for the development of children's abilities. Furthermore, the situation of the children after graduation can be continuously recorded and compiled, and the evaluation results in the curriculum of elementary school and other educational institutions after graduation can be presented to children with similar behavioral characteristics. This makes it possible to provide children and their guardians with information that will be useful in selecting future educational policies and appropriate considerate behaviors.

[0013] The vast amounts of personal data that are accumulated, stored, and aggregated can be utilized by AI as big data. By using AI to derive current characteristics and future suitability and predictions, it may be possible to avoid mismatches between abilities and occupations. Furthermore, knowing one's strengths and weaknesses in subjects and fields allows for objective self-understanding, which can not only help caregivers understand children in childcare settings but also be useful in life planning. Therefore, there is potential for application to new fields other than childcare, and if the influence of infant characteristics on future occupational characteristics can be proven, entirely new approaches to supporting children will become possible. [Brief explanation of the drawing]

[0014] [Figure 1] This is a schematic diagram of the educational support system of the present invention. [Figure 2] This diagram shows the data sent from the play area to the server. [Figure 3] This diagram shows child authentication information data. [Figure 4] This figure shows data on the time children spend in the play area, which is stored in the data storage unit. [Figure 5] This diagram shows play characteristics data that links play with the abilities fostered by that play. [Figure 6] This diagram shows major categories of play, which classify different types of play, and major category play characteristics data that links the abilities fostered through play. [Figure 7a] This figure shows the time spent in the play area, the number of times the children entered and exited the play area, and the class average data for each play area within a specified period. [Figure 7b] This diagram links the number of times children enter and leave the play area within a specified period with the abilities they develop. [Figure 7c] This diagram links the amount of time children spend in the play area within a specified period with the skills they develop. [Figure 8] This diagram links the number of times target children enter and exit play areas within a specified period, the average number of times children enter and exit play areas in their class, and the abilities they develop. [Figure 9]It is a diagram showing child authentication information data in another embodiment. [Figure 10] It is a diagram showing that the ability developed through play is linked to 13 subjects in elementary school. [Figure 11] It is a diagram showing evaluation data in which the ability evaluation value developed through play is linked to the evaluation values of 13 subjects in elementary school. [Figure 12] It is a diagram showing an educational support system that stores evaluation data in an external memory server and creates evaluation data of children after kindergarten graduation. [Figure 13] It is a flowchart showing a method for evaluating the ability to be developed according to the embodiment.

Mode for Carrying Out the Invention

[0015] (1) Outline of the embodiment The educational support system according to this embodiment comprises a database unit, an authentication unit, a recording unit, a calculation unit, an identification unit, a storage unit, an evaluation unit, and a memory unit. The database unit stores child authentication information data that links information for identifying children enrolled in the facility, i.e., child identification information, and information for authenticating children, i.e., authentication information, and play characteristic data that links play associated with a play corner with the abilities of children fostered by that play. The authentication unit is provided in each play corner, or at the entrance and exit of each play corner, and acquires authentication information including the authentication information of children entering and leaving the play corner, as well as the date and time of authentication. The recording unit determines and records the time of entry and exit of children in the play corner based on the time (including date and time) of acquisition of the child's authentication information by the authentication unit. The calculation unit calculates the time the child stays in the play corner and / or the number of times they enter and exit based on the entry and exit times recorded by the recording unit. The identification unit obtains the child's identification information from the child's authentication information and child authentication information data authenticated by the authentication unit, and identifies the child. The storage unit stores the authentication date and time of the child authenticated by the authentication unit, the identified child's identification information, the play area, and the calculation results as data linked together. The evaluation unit evaluates the abilities fostered by each child's play based on the play characteristics data and the calculation results. The memory unit stores the results of the evaluation for each child by the evaluation unit together with the child's identification information as evaluation information.

[0016] According to the above configuration, through evaluation information, educators at nurseries and kindergartens can grasp at a glance the play preferences of each child. For example, it can be easily determined from the time spent in play areas that child A tends to like playing outdoors. By accumulating data from the time of enrollment to graduation, it becomes possible to understand the play preferences of children, how those preferences change during their time at the nursery, and the abilities that are nurtured through play.

[0017] In this embodiment, the evaluation unit compares an evaluation value of the child's developed ability, based on the sum of the play characteristics data and the results of the calculation for a specified child during a specified predetermined period, with an evaluation value of the child's developed ability, based on the average value per child of the sum of the results of the calculation for a plurality of children extracted based on the specific information of the child during the predetermined period, and evaluates the child's developed ability.

[0018] Multiple children extracted based on the specific information of the aforementioned child during a predetermined period may be in the same class as the aforementioned child, or they may be in the same age group, or they may be in the same gender group.

[0019] According to the above structure, through evaluation information, educators of children in nurseries and kindergartens can compare the abilities being developed in each child with the average of the abilities being developed in all children in the same class, and this can be used as a reference for the direction of instruction to develop the abilities of each individual child.

[0020] In one embodiment, the play characteristics data may include learning items in the child's post-graduation educational curriculum that correspond to the abilities fostered by the play.

[0021] In one embodiment, after the child graduates from kindergarten, the evaluation information of the child is stored on an external storage server, and the system may have an input means that allows for the addition of evaluations corresponding to the learning items to the evaluation information.

[0022] According to the above configuration, after a child graduates from kindergarten, evaluation data created from play characteristics data during their time at the kindergarten is used to input evaluation values ​​for learning items in the post-graduation curriculum. This makes it possible to compare the abilities fostered by the child's play during their time at the kindergarten with the evaluation values ​​for learning items in the post-graduation curriculum.

[0023] The method for evaluating the abilities to be nurtured according to this embodiment includes the steps of: linking play with the abilities to be nurtured; acquiring authentication information of a child entering or leaving a play area where the play can be performed; acquiring identification information of a child with the authentication information; recording the entry time or exit time based on the time the authentication information was acquired; calculating the time spent in the play area and / or the number of times the child entered and left based on the entry time and the exit time; and saving the child's identification information, the date and time the authentication information was acquired, the play, and the results of the calculation as linked data. The process comprises the steps of: specifying an evaluation period for the desired abilities; classifying the play into major play categories and linking the major play categories to the desired abilities; calculating the sum of the results of the calculations performed by each child for the major play categories during the evaluation period; calculating the average value of the calculation results per child from the sum of the calculation results of multiple children extracted based on the child's specific information for the major play categories during the evaluation period; and determining an evaluation value for the desired abilities linked to the major play categories based on the sum of the calculation results of the children and the average value.

[0024] In this embodiment, the evaluation value determined for the abilities fostered in relation to the major subject of play can be the number of major subjects where the sum of the calculation results for the child being evaluated is greater than the average value of the calculation results for each child of the same age as this child.

[0025] In one embodiment, the process may include: aligning the subjects in the child's post-graduation educational curriculum with the abilities to be fostered; inputting evaluation values ​​for the subjects; and comparing the input evaluation values ​​for the subjects with the determined evaluation values.

[0026] The educational program after graduation can be elementary school. It may also be middle school or high school.

[0027] (2) Details of the embodiment Figure 1 shows an educational support system according to an embodiment. This educational support system is used to evaluate the abilities that children develop through play while at a nursery school or kindergarten, based on their play in the play area and the time they spend playing, and to provide caregivers with information on the status of ability development while at the school. The educational support system 1 consists of a computer 22 having an authentication unit 12, a recording unit 14, a server 21, an input device 36, and a display device 38.

[0028] The authentication unit 12 authenticates children entering or leaving the play area. The authentication unit 12 authenticates the child and notifies the recording unit 14 of the time of authentication when authentication information is obtained. Upon receiving the notification, the recording unit 14 determines the time the authenticated child entered or left the play area based on the authentication time. There may be multiple play areas, such as Play Area A and Play Area B, as shown in Figure 1, and the games that children can play in each play area are predetermined. Furthermore, an authentication unit 12 and a recording unit 14 are provided for each play area, and child authentication is possible for each play area.

[0029] The authentication unit 12 is specifically an IC card reader. Each child's name tag has an IC chip embedded in it that stores authentication information, such as an ID number. Therefore, when a child touches the name tag with the embedded IC chip to the IC card reader, the authentication unit 12 can obtain the authentication information of the child who touched it.

[0030] Alternatively, instead of embedding an IC chip in the name tag, authentication information such as an ID number barcode or 2D code may be printed on the name tag. In this case, if the child's name tag with the code printed on it is held over the barcode reader or 2D code reader of the authentication unit 12, the authentication unit 12 can obtain the authentication information of the child who touched it.

[0031] Instead of an IC chip, an RFID IC chip may be embedded in the name tag. In this case, the IC card reader of the authentication unit 12 only needs to be placed at the entrance and exit of the play area, and the authentication unit 12 can obtain the authentication information of children wearing name tags simply by passing by the IC card reader. Children will no longer need to touch the name tag with the embedded IC chip to the reader.

[0032] Alternatively, instead of using an ID number as authentication information, facial recognition of the child may be used. In this case, the authentication unit 12 is an imaging device such as a television camera installed in the play area, instead of an IC card reader.

[0033] The recording unit 14 is a tablet terminal or microcontroller unit with a clock function to which an IC card reader or other reader's authentication unit 12 is connected. The recording unit 14 also has a function to count the number of times the same authentication information is obtained from the authentication unit 12 on the same day. The recording unit 14 receives information on the time when the child was authenticated from the authentication unit 12, and determines and records whether the authentication time is the entry time or the exit time. For example, if the same child enters and exits the same play area multiple times on the same day, the recording unit 14 determines that the time of obtaining the authentication information for the first, third, or other odd-numbered times from the authentication unit 12 is the entry time to that play area, and the time of obtaining the authentication information for the second, fourth, or other even-numbered times is the exit time from the play area. Furthermore, the recording unit 14 may have a function to measure the elapsed time from entry time to exit time by starting time measurement from the time of acquisition of authentication information when it determines that the time at which it has received notification from the authentication unit 12 that authentication information has been acquired is an odd number (nth time, n: odd), and ending time measurement at the time at which it has received notification that it has received authentication information for an even number (n+1th time).

[0034] Figure 2 shows the information 100 of children authenticated by the authentication unit 12 of play corner A, and the information of their entry and exit times, which are sent to the server 21. The children's authentication information 104 is sent to the server 21 via route 42 along with the name information 102 of the play corner. In addition, the time 106 when the authenticated children entered play corner A and the time 108 when they left play corner A are sent to the server 21 via route 44 along with the play corner information 102 and the children's authentication information 104. The children's authentication information, play corner information, and the time of entry or exit of the authenticated children at play corner B are similarly sent to the server 21. The server 21 may be configured to sequentially send the information 100 from each play corner to the computer 22.

[0035] Routes 42 and 44 are wireless LAN or wired LAN. The authentication information and entry / exit times of authenticated children may be sent to the server 21 via physically different routes 42 and 44, or at different times. The information 100 sent from the play area to the server 21, including the name of the play area 102, the child's authentication information 104, the authenticated child's entry time to the play area 106, and the exit time from the play area 108, may be sent to the server 21 all at once via either route 42 or route 44.

[0036] Information 100 sent via server 21 is sent to computer 22. Computer 22 consists of a database unit 24, a specific unit 26, a calculation unit 28, a storage unit 30, an evaluation unit 32, and a memory unit 34. Computer 22 is connected to an input device 36 for inputting information and commands into computer 22 and a display device 38 for displaying information from computer 22.

[0037] The database unit 24 pre-stores child authentication information data 110, which links child identification information 118 for identifying children enrolled in the nursery school with child authentication information 120 for children authenticated in the play area, as shown in Figure 3. In Figure 3, the authentication information 120 is shown as an ID number as an example. For example, as in the ID number in Figure 3, the first four digits can be the year of enrollment, and the next five digits can be the child's serial number for that year. The child identification information 118 consists of the child's class name 112, the student number in that class 114, and the child's name 116. Alternatively, the child identification information 118 may consist of the class name 112 and the student number in that class 114. For example, if a child can be identified by the ID number in the authentication information 120, the child's ID number may be used as the identification information 118. However, it is desirable to include the child's name in the identification information. Considering the possibility of people with the same name, an identification code such as letters or numbers may be added to the name to make up the identification information 118.

[0038] When information 100 from play area A is sent from server 21, the identification unit 26 of computer 22 refers to the child authentication information data 110 in database unit 24, compares it with the authentication information of each child, identifies the child whose authentication information matches, and obtains the child's identification information 118.

[0039] The calculation unit 28 extracts the entry time 106 and exit time 108 from the information 100 sent from the server 21, and calculates the time spent in the play area 102 based on the entry time 106 and exit time 108. The calculation result may be extracted in minutes or in hours.

[0040] Figure 4 shows an example of stored data 400, which is stored in the storage unit 30 and indicates the time each child spends at a play corner. The data 400 is created by linking the time spent 424, which indicates how long a child with specific information 418 identified based on the child authentication information data 110 in Figure 3 spent at the play corner named 422 on the date of the year, month, and day information 420, to specific information 418, which includes, for example, class 412, student number 414, and name 416. This data may be created daily for each child associated with specific information 418 and stored in the storage unit 30.

[0041] Furthermore, the database unit 24 pre-stores play characteristic data 200 (shown as a circle 212 in Figure 5) which links the abilities 210 fostered by the play that children can play in each play corner with the play 202 available in each play corner. Here, the name of the play corner 202 can be the name of the play that children can play in that corner. In addition, the link between play and the abilities fostered by that play may be configured on the play characteristic data so that users can select which abilities to link to the play available in each play corner.

[0042] Figure 6 shows the major play subject characteristic data 300, which is a compilation of the play characteristic data 200 shown in Figure 5, categorized by type of play, and linked to the abilities 310 fostered by each major play subject name 304 (indicated by circles 312 in Figure 6).

[0043] As shown in the play characteristics data 200 in Figure 5, even games classified under the same major subject may foster different abilities. For example, the game "Dollhouse" and the game "Game Play," both classified under the major subject "Rule-Based Thinking Games," differ in that "Dollhouse" does not foster the ability of "the beginnings of moral and normative awareness." Therefore, when setting up a play corner, it is necessary to consider the children's development and provide options for choosing games, even if they are classified under the same major subject. For this reason, for example, play characteristics data 200 that allows for the selection or input of play corner names 202 linked to the children's development and the abilities fostered in conjunction with the establishment of the play corner may be pre-stored in the database unit 24.

[0044] The play-related major subject characteristics data 300 shown in Figure 6 is a compilation of the games 202 that can be played in the play corners of the play characteristics data 200, grouped under major subject names 304. Therefore, the link 312 between the abilities fostered 310 and major subject names 304 may change, similar to the play characteristics data 200. It is preferable that this data be created from the play characteristics data 200 in accordance with the children's growth and the establishment of new play corners.

[0045] Figure 7a shows an example in which the evaluation unit 32 extracts children to be evaluated from the children stored in the storage unit 30 shown in Figure 4, and creates evaluation data 450 for the children to be evaluated during the specified evaluation period (predetermined period) based on the data 400 for the children to be evaluated during that period. The identification information for this child is the class name 482, attendance number 484, and name 486 (not shown), and is linked to the evaluation data 450 for the children to be evaluated. The evaluation data 450 shown in Figure 7a is calculated by accumulating the total time 454 spent by the child in each play corner and the number of times they entered and left 462 during the evaluation period 480 (not shown), based on the data 400. The evaluation data 450 consists of a stay time index 452 and a number of times index 460. The dwell time index 452 includes the total dwell time 454 and the average dwell time per visit 456 within a predetermined period 480 at each play corner, and the frequency index 460 includes the number of times 462 children enter and exit the play corner (play activities available at the play corner) 470 within the predetermined period 480. The average dwell time per visit 456 is calculated by dividing the dwell time at each play corner by the number of times children enter and exit. The class average (minutes / visit) 458 and class average (number of visits) 464 represent the average per child within the predetermined period 480 displayed for the class to which the child being evaluated belongs. The period for creating this evaluation data is determined by user input from an input device 36 connected to the computer 22 to the educational support system 1. Alternatively, a cumulative period may be specified in advance, and the evaluation unit 32 in the computer 22 may automatically create the evaluation data 450 and store the evaluation data 450 in the storage unit 34.

[0046] The evaluation data 450 can be displayed on the display unit 38 by an output instruction from the input unit 36. Alternatively, it may be automatically displayed on the display unit 38 by a user instruction from the input unit 36 ​​to create the evaluation data 450. Furthermore, as shown in Figure 7a, if the numerical value of the child being evaluated exceeds the class average (minutes / session) 458 or the class average (number of sessions) 464, an upward arrow may be added as shown in columns 466 and 468, and if it falls below, a downward arrow may be displayed.

[0047] The input device 36 is a mouse or keyboard, but may also be a touch-sensitive tablet device. The display device 38 is a display, but may also be a printer.

[0048] Each child's evaluation data 450 can be converted into evaluation data that links the duration index 452 or frequency index 460 to the abilities 210 fostered by play, based on the play characteristics data 200 that is pre-stored in the database unit 24. Figure 7b shows evaluation data 500 in which the frequency index 460 of the evaluation data 450 of the target child is linked to the abilities 502 fostered by play. For example, row 504 in the figure shows that the child being evaluated went to the play corner named "Origami Corner" four times within a predetermined period, and that the number of times the child played "Origami" contributed to the development of the ability "Independence" associated with that play, for example, in column 506.

[0049] Figure 7c shows evaluation data 510, which links the stay time index 452 of the evaluation data 450 for the target children to the abilities 512 fostered by play. For example, row 514 in the figure shows that the target child stayed and played in the play corner named "Origami Corner" for 1 hour and 11 minutes within a specified period, and that this time contributed to the development of the ability "independence" associated with that play, as shown in column 516. Note that the stay time in the play corners shown in Figure 7c may also be expressed as the average stay time per visit to the play corners during a specified period.

[0050] The evaluation data 500 shown in Figure 7b and the evaluation data 510 shown in Figure 7c can be displayed on the display unit 38 by output instructions from the input unit 36. Alternatively, they may be automatically displayed on the display unit 38 by user instruction from the input unit 36 ​​to create evaluation data 450. By reviewing this evaluation data of the target children, the educators at the nursery can check the development status of the abilities being nurtured and the differences from the class average shown in Figure 6, which can be used to create future development policies or to learn about the target children's play preferences.

[0051] As shown in Figure 8, the evaluation data created by the evaluation unit 32 can be classified based on the characteristics of each type of play and compiled into major play subject characteristic data 300. By referring to this data, evaluation data 600 can be created that links these major play subjects with the abilities fostered by these major play subjects. In the example table in Figure 8, row 604 for major subject code "09" indicates that the major play subject is "Role-Playing." The upper section of row 604 shows the number of times the target child visited a play corner classified under this major subject within a specified period, and if the major subject includes multiple play corners, the total number of visits for each corresponding ability fostered. The lower section of row 604 shows the average number of visits per child in the same class to a play corner classified under this major subject, and if the major subject includes multiple play corners, the sum of the average visits for each corner. For example, in the intersection of column 606 and row 604 for the fostered ability "cooperation," it is shown that the child in question visited the play corner classified as the major subject "role-playing" 99 times, while the average number of times other children in the same class entered and left was 71.9 times. By using this evaluation data, it is possible to understand which abilities the evaluated child tends to develop more than the class average.

[0052] In Figure 8, the number of times children entered and exited play areas classified as major subjects was used as a numerical value to link play in major subjects with the abilities they develop. However, instead of this number, the total time spent by the target children in the play areas within a specified period may be used. In this case, the class average is the average time spent per child, and if a major subject includes multiple play areas, it may be the sum of the average time spent in each area.

[0053] The memory unit 34 stores evaluation data 450 for each child, linked to the abilities developed by the cumulative time spent in each play corner during a pre-set evaluation period. This pre-set period can be set arbitrarily, but it is desirable that evaluation data 450 for each child based on cumulative time each time the class changes, i.e., at least for each year of preschool, be stored. In addition, at the time of graduation, evaluation data 450 based on the cumulative time spent in the play corners during the period of enrollment may be stored in the memory unit 34.

[0054] The evaluation data 600 provides insights into the types of play that the child is interested in and the abilities that are being developed during the evaluation period. If the child wishes to know the details of each type of play that makes up the major play subjects, the display of the evaluation data 600 and the display of the evaluation data in Figures 7a to 7c can be switched by input from the input device 36, so that the evaluation data shown in Figures 7a to 7c is displayed on the display device 38.

[0055] Since the total time spent in all play areas by a single child is not necessarily the same for all children, the abilities developed may be evaluated based on the ratio of the total time spent in all play areas or the number of times entering and leaving, with the total time spent in all play areas set to 1, and stored as evaluation data in the memory unit 34. Alternatively, the abilities developed based on the ratio of the total time spent in all play areas, with the total time spent in all play areas set to 1, may be displayed on the display unit 38. This storage in the memory unit 34 and display on the display unit 38 may be performed by instructions from the input unit 36. By standardizing the time spent in or the number of times entering and leaving in this way, it becomes possible to compare the abilities developed through play among children, even if the comparison period is different.

[0056] Furthermore, if facial recognition of the child is used instead of using an ID number as authentication information, as shown in Figure 9, the authentication information in the child authentication information data 130 stored in the database unit 24 is a file 140 of facial recognition data, which is either the child's facial feature information data or one or more facial photographs from which that feature information can be extracted, instead of an ID number.

[0057] When using a child's facial information as authentication information, a unique file number assigned to the facial recognition feature data or facial photograph data can be used instead of an ID number. In this case, the authentication unit 12 and recording unit 14 of the play area send information 100, including the file number instead of the child's ID number, to the identification unit 26 and calculation unit 28 via the server 21, and stored information 400 of the identified child is created. When a child's authentication information uses a facial photograph, the identification unit 26 refers to the child authentication information data 110 in the database unit 24, compares it with each child's authentication information (facial photograph), identifies children whose matching rate exceeds a predetermined percentage as authenticated, and obtains the child's identification information 118.

[0058] In this embodiment, as shown in Figure 10, taking into account the use of the child evaluation data after the child graduates from kindergarten, play curriculum characteristics data 700, which links the abilities fostered through play in the play curriculum characteristics data 300 with the abilities in the next curriculum, can be prepared in advance in the database unit 24 together with the play curriculum characteristics data 300. Alternatively, instead of the play curriculum characteristics data, play curriculum characteristics data 700, which links the abilities fostered through play in the play characteristics data with the abilities in the next curriculum, can be prepared in advance in the database unit 24 together with the play characteristics data 200.

[0059] Figure 10 shows an evaluation data file that links the abilities to be developed with the subjects in the post-graduation curriculum, such as a three-level evaluation on a report card, to the evaluation data 600 of the abilities to be developed for a child over a predetermined period, which was created in the manner shown in Figure 8. This evaluation data file links the abilities developed through play with the 13 subjects in the curriculum according to the classification of the Ministry of Education, Culture, Sports, Science and Technology. By storing the evaluation data for the child in the format shown in Figure 10 in the storage unit 34, the evaluation value for the child in the post-graduation curriculum can be entered from the input device 36 and displayed on the display device 38. Here, an example of elementary school is used, but it may be linked to subjects in junior high or high school and linked to the school's subject evaluations.

[0060] This allows us to gain insights into the relationship and correlation between the evaluation score 710 of the abilities fostered through play during a child's time at the kindergarten upon graduation and the evaluation score 708 of the report card, which is evaluated in each subject 706 in the post-graduation educational curriculum.

[0061] In another embodiment of the educational support system, as shown in Figure 12, the educational support system 1000 consists of an external storage server 1200, educational support systems 1100, 1102, and 1104 owned by multiple nursery schools A1 to A3, educational support systems 1110 and 1112 owned by multiple elementary schools B1 to B2, and terminals 1120, 1122, and 1124 owned by parents C1 to C3.

[0062] Nursery school A1 uploads each child's evaluation data from the educational support system 1110 to the external storage server 1200 upon the child's graduation. For example, it uploads the evaluation data 800 for each child as shown in Figure 11. Nursery schools A2 and A3 do the same. However, at this point, the evaluation data 800 includes the items 802 of the abilities to be nurtured, the names of the major play subjects, the child's evaluation data after graduation 804, and the evaluation values ​​806 of the abilities to be nurtured corresponding to each major play subject, but does not include the subjects 810 in the curriculum (elementary school in this example) and the evaluation values ​​808 for each subject 810.

[0063] If teachers or parents C1-C3 from each elementary school (B1, B2) input the corresponding evaluation values ​​(808) for each subject (814), it will be possible to examine in more detail the relationship and characteristics between abilities (802) nurtured through play and the evaluation values ​​(808) for subjects (810) in the curriculum. Furthermore, it will be possible to compare with other children and process the evaluation data (800) of a large number of children as big data using machine learning and deep learning.

[0064] In this embodiment, the evaluation data 800 stored in the external storage server 1200 is evaluation data of children who have graduated from one of the multiple nursery schools A1 to A3 and are enrolled in the next educational program, for example, one of the multiple elementary schools B1, B2.

[0065] The procedure for creating the evaluation data 800 in this case is as follows: First, for example, the evaluation data 800 for a child graduating from nursery school A1 is uploaded to the external storage server 1200 from the educational support system 1100 of nursery school A1 to nursery school A3. This includes evaluation data 804 linked to the abilities 802 nurtured through play, with the evaluation values ​​808 for the 13 subjects 810 of the elementary school the child will attend left blank.

[0066] From the educational support system 1110 of the elementary school B1 that the child has advanced to, the child's homeroom teacher or assigned teacher accesses the child's evaluation data 800 stored on the external storage server 1200 at a predetermined time, for example, at the end of the first school year, and enters the evaluation values ​​808 for the 13 subjects 810 of the elementary school.

[0067] Figure 11 shows only one example of row 808 of the 3-level evaluation of the report card for 13 subjects in elementary school, but it can be structured to allow entries for each grade from the 1st to the 6th grade of elementary school. In junior high and high school, it can be structured to allow entries for every three grades. In this way, it is possible to obtain data showing the relationship or correlation between the evaluation 806 (the value in the figure is the number of major subjects where the value is greater than the average value per student in the class) of the abilities 802 that children develop through play at the nursery school or kindergarten from which they graduated, and the subjects 810 (the value is the evaluation value 808) in elementary school.

[0068] The entry of the evaluation value 808 into evaluation data 800 may be done by the child's parents or guardians from their respective devices, rather than by the child's homeroom teacher or assigned teacher at the elementary school.

[0069] The evaluation data 800, which contains an evaluation score of 808 on a three-level grading system used in elementary school report cards, may be made available for viewing by the teacher at the nursery school the child graduated from, the teacher at the elementary school the child is currently enrolled in, or the child's parents. Note that while the evaluation score 808 is presented here as a three-level system, it may also be a five-level or ten-level system.

[0070] Since the evaluation data 800, which links the evaluation values ​​808 of multiple children in elementary school, is stored on the external storage server 1200, each child's evaluation data can be used as training data for deep learning or as data analysis using machine learning. Specifically, in Figure 11, the evaluation value 806 of the abilities to be nurtured is set as the number of major subjects in which the number of times the child entered and left the classroom was greater than the class average, but it could also be evaluated on a 10-point scale, starting with the highest number of hours or entries and exits, based on the child's time spent and the number of times they entered and left the classroom. In order to explore the relationship between the evaluation value 806 of the abilities to be nurtured and the evaluation value 808 of the elementary school curriculum, several evaluation values ​​806 can be assumed, and each child's evaluation data can be used as training data for deep learning or as data analysis using machine learning.

[0071] Therefore, the data analysis results of the evaluation data 800 may also be stored on the external storage server 1200. Furthermore, the education staff at the nursery school from which the child graduated, or the education staff at the elementary school where the child is currently enrolled, can compare each child's evaluation data 800 with the results of the data analysis through the external storage server 1200.

[0072] Figure 13 shows a flowchart illustrating the method for evaluating the abilities developed according to the embodiment. In step S10, authentication information is obtained when a child enrolled in the nursery enters or leaves the play area. For example, a child holds the barcode portion of their name tag, which has their ID number (the child's authentication information) printed as a barcode, over the barcode reader in the play area. The barcode reader reads the barcode and obtains the child's ID number.

[0073] In step S12, the acquired child's authentication information is used to obtain previously stored child identification information, such as the year of enrollment, class name, class attendance number, name, and age. In step S14, it is determined whether the number of times the barcode was scanned at that play corner on that day was odd or even. If it was odd, it is determined to be an entry, and the authentication time when the authentication information was scanned is determined to be the entry time (S16). If it was even, it is determined to be an exit, and the authentication time is determined to be the exit time (S18).

[0074] In step S20, the entry time and the closest exit time to this entry time are counted as one entry / exit, and the number of times a child enters and exits a play area is counted as one. The difference between the entry time and the exit time is taken as the duration of stay in the play area. In step S22, the child's identification information, the time of entry and exit to the play area (including the year, month, and day), the name of the play area, and the duration of stay for each entry and exit are saved.

[0075] In step S24, the play area is linked to the abilities fostered by the play in that area. This step may also involve classifying the play in the play area into major play categories and linking these major play categories to the abilities fostered by the play included in those categories. In step S26, the children whose abilities to be evaluated and the evaluation period are set. In step S28, the total number of times the children being evaluated enter and exit each play area or major play category during the set evaluation period is calculated. In step S30, the average number of times each child enters and exits each play area or major play category during the evaluation period is calculated based on specific information of the children being evaluated, such as age. In step S32, based on the total number of times the children being evaluated enter and exit and the average number of times each child enters and exits, an evaluation value is determined for the abilities to be fostered associated with each play area or major play category, and the process ends.

[0076] In another embodiment, the data used to determine the evaluation value is the time spent by each child at each play corner, instead of the number of times the child enters and exits each play corner. The average value per child is calculated based on the total time spent by multiple children extracted based on specific information of the children being evaluated, such as class name and age, in each play corner or major play subject within the evaluation period. Based on the total time spent by the children being evaluated and the average time spent per child, the evaluation value for the ability to be fostered in relation to each play corner or major play subject is determined, and the process can be terminated.

[0077] The evaluation value determined by the above process for play or the abilities fostered in relation to the major subject of play can be the number of major subjects in which the total number of times a child enters or leaves the evaluation area, or the total time spent there, is greater than the average value per child in the same class.

[0078] In another embodiment, after step S32, the educational curriculum of the child being evaluated after graduation, for example, the subjects in elementary school, namely Japanese language, mathematics, science, social studies, moral education, physical education, foreign language activities, home economics, music, art and crafts, integrated life skills, special activities, and integrated learning time, are linked to the abilities to be fostered in relation to the major subject of play, and the grades for the said subjects, namely evaluation values ​​on a 3-point scale, 5-point scale, or 10-point scale, are entered, and these entered grades for the subjects are compared with the determined evaluation values ​​entered during the child's time at kindergarten during the evaluation period.

[0079] The play characteristics data is data that links the play provided in the play corner with the abilities that are thought to be fostered by that play. In this embodiment, the major subject of play is classified into the content of the play and divided into 10 patterns as follows. This is based on the Kindergarten Education Guidelines, and the abilities (or characteristics) that we want to foster through play are defined as: 1. Healthy mind and body, 2. Independence, 3. Cooperation, 4. Emergence of moral and normative awareness, 5. Engagement with social life, 6. Emergence of thinking, 7. Engagement with nature, 8. Interest in and perception of numbers, shapes, signs and letters, etc., 9. Communication through language, and 10. Rich sensitivity and expression. These abilities are then matched to play. Alternatively, it may be classified into five domains: health, human relations, environment, language, and expression, and matched to play. If the choice of play is led by the kindergarten's instructors or educators, it represents the abilities or characteristics that we want to foster. However, if the choice of play is left to the children, the play can be reinterpreted as the abilities or characteristics that are fostered. Alternatively, individual games may be categorized and grouped according to their characteristics to create major categories of play, and data on the characteristics of these major categories of play may be created, linking them to the abilities fostered by each game.

[0080] Other classifications are possible based on their relationship to the behavioral characteristics of play (shown in parentheses). For example, they could be classified into six categories and represented as follows: Manipulative play (shapes, number concepts, concentration, expression, imagination, order, eye-hand coordination, color perception, repetitive finger practice, nervous system development, dexterity) Construction play (problem-solving ability, expressive ability, social skills such as independence and cooperation, sense of accomplishment, concentration, spatial reasoning, planning ability, social skills, cooperation, scientific concepts, mathematical concepts, imagination, discipline), Role-playing (communication, expression, life skills, social skills, knowledge, imagination, understanding the essence of things, role-playing, fantasy, rules, social experience, caregiving, interest in occupations, storytelling, adaptability) Picture books (art, story, letters, numbers, plot development, concentration, imagination, worldview) Rules-based play (discipline, order, inspiration, memory, concentration, repetition, game, negotiation, competition, development, hesitation, tactics, strategy, luck, morality) Expressive play (color, effective use of tools, expressive ability, sensitivity, imagination, dexterity, three-dimensional objects, painting)

[0081] In addition to these, there are other classifications of play, such as Bartender's classification, which categorizes play from the perspective of how it is played (non-focused activities, bystander play, solitary play, parallel play, associative play, cooperative play), and Piaget's classification, which categorizes play from the perspective of intellectual development (functional instructor play, symbolic play, rule-based play). It is also acceptable to structure the major subjects of play based on these classifications.

[0082] Furthermore, the survey items regarding children after graduation can include information on qualifications obtained and achievements in extracurricular activities. This allows for providing information on qualifications and extracurricular activities that may influence the choice of schools or career paths for children with similar behavioral characteristics.

[0083] In this embodiment of the educational support system, evaluation information of children while they are enrolled in the nursery school is stored on an external storage server. After graduation, evaluations from the educational programs the children attend—elementary school, junior high school, or high school—can be added to this stored information, and teachers at elementary, junior high, or high schools, parents, and the principals and educators of the nursery school or kindergarten where the children attended can access this information. Furthermore, third parties authorized by the guardian may access that information. [Explanation of Symbols]

[0084] 1 Educational support system, 12 Authentication unit, 14 Recording unit, 21 Server, 22 Computer, 24 Database unit, 26 Identification unit, 28 Calculation unit, 30 Storage unit, 32 Evaluation unit, 34 Memory Unit, 1100 Educational Support System for Nursery School A1, 1110 Educational Support System for Elementary School B1, 1120 Terminal for Parent C1, 1200 External Storage Server

Claims

1. A database unit that stores child authentication information data linking child identification information and authentication information, and play characteristics data linking play and the abilities fostered by said play, An authentication unit that acquires the aforementioned authentication information is provided in the play area where the aforementioned play can be performed. The authentication unit includes a recording unit that records the entry time or exit time based on the time the authentication information was acquired, A calculation unit calculates the time spent in the play area and / or the number of times a child with authentication information enters and exits, based on the entry time and exit time recorded by the recording unit. A unit that identifies a child from the child authentication information data based on the aforementioned authentication information, A storage unit stores data linking the authentication date and time of the child authenticated by the authentication unit, the identification information of the identified child, the play area, and the result of the calculation. An evaluation unit that evaluates the abilities of each child based on the data of the children stored in the storage unit, An educational support system characterized by comprising a memory unit that stores the results of the aforementioned evaluation together with the child's specific information as evaluation information.

2. The educational support system according to claim 1, characterized in that the evaluation unit compares an evaluation value of the child's developed abilities, based on the sum of the play characteristics data and the results of the calculation for a designated child during a specified predetermined period, with an evaluation value of the child's developed abilities, based on the average value per child of the sum of the results of the calculation for a plurality of children extracted based on specific information of the child during the predetermined period, and evaluates the child's developed abilities.

3. The educational support system according to claim 2, characterized in that the play characteristics data includes learning items in the post-graduation educational curriculum for the child that correspond to the abilities fostered by the play.

4. The educational support system according to claim 3, characterized in that, after the child graduates from the kindergarten, the evaluation information of the child is stored on an external storage server, and the system has an input means that can add evaluations corresponding to the learning items to the evaluation information.

5. The process of linking play with the skills we want to cultivate, The process of obtaining authentication information of children entering or leaving the play area where the aforementioned play is available, A step of obtaining specific information of a child who has the aforementioned authentication information, The process includes recording the entry time or exit time based on the time the aforementioned authentication information was obtained, A step of calculating the time spent in the play area and / or the number of times entering and exiting based on the aforementioned entry time and exit time, A step of storing the child's specific information, the date and time of acquisition of the authentication information, the play, and the results of the calculation as linked data, The process involves specifying the evaluation period for the abilities to be fostered, The process involves classifying the aforementioned play into broad categories of play, and linking those broad categories of play to the abilities to be fostered. A step of calculating the sum of the results of the calculations performed by each child for the major subject of play during the evaluation period, A step of calculating the average value of the calculation results per child from the sum of the calculation results of multiple children extracted based on the specific information of the children for the major subject of play during the evaluation period, A step of determining an evaluation value for the ability to be fostered in relation to the major subject of play, based on the sum of the results of the calculations performed by the child and the average value, A method for evaluating the abilities that are nurtured, characterized by including the following.

6. The evaluation value determined for the abilities fostered in relation to the aforementioned major subjects of play is the number of major subjects in which the sum of the calculation results of the child being evaluated is greater than the average value of the calculation results per child of the same age as the child. The method for evaluating the abilities to be nurtured as described in feature 5.

7. The process of aligning the subjects in the educational curriculum for the aforementioned children after graduation with the abilities to be fostered, The process of inputting evaluation values ​​for the aforementioned subjects, A step of comparing the input evaluation value for the subject with the determined evaluation value, The method for evaluating the abilities to be nurtured according to claim 5, characterized by including the following:

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