Policy and school-age educare

Extended Education Conference - World Education Research Association

Extended Education in Elementary School Districts in Japan

-Kuniko Kaya, PhD student, Chuo University, Japan


There are about 20,000 elementary school districts in Japan, which play important role in the local community not only as a school districts for children but also as an autonomous administrative division. In each elementary school district, various types of extended education in out of school have been conducted by the local government, NPO, “Kominkan”: Community Learning Center, and so on. Extended education is considered to be effective not only for improving children’s academic and non-cognitive abilities, but also for promoting multi-generational exchanges and building connections in communities.

This study examines the correlation between efforts of extended education and changes of children’s awareness; particularly from the perspective of socialization and civilization. Also, it will show what conditions are supposed to be necessary for extended education to contribute to the development of local communities, based on some cases of elementary school districts in Japan. The aim of this study is to explore the possibilities that extended education will work effectively not only to improve the children’s skills and abilities, but also to contribute to sustainable development of the communities.

Philosophical health and conceptions of philosophy – a study at a School-Age Educare centre in Sweden

-Liza Haglund, PhD, senior lecturer, Södertörn University, Sweden


The aim of this study is to investigate the conceptions of philosophy and philosophical activities held by pupils at a School-Age Educare (SAE) centre, here referred to as Logos. A departure is taken in the notion of philosophical health (Miranda, 2019).

The study relates to research on learning in terms of contextualisation (Halldén, 1999). So as not to reduce learning to the intersubjective discursive practices recognised in socioculturalism (e.g. Lave & Wenger, 1991) nor focus on the individual and psychological aspects recognised in Piagetian constructivism, this study departs from a holistic view of learning that is based on the epistemological stance developed by Davidson (2001) and formulated in his version of the principle of charity (PoC) (cf. Haglund, 2017). The approach is interpretative, also accounting for the idiosyncratic use of language.

The study was undertaken between March 2018 and September 2019. The data consist of four audio-recorded activities that were undertaken with 21 pupils aged 9–11 years old at Logos, as well as audio-recorded formal interviews and informal interviews noted in a logbook. The data have been analysed by departing from PoC when exploring pupils’ specific contextualisations.

A preliminary result shows that philosophy is contextualised as a subject that aims to train pupils to develop certain skills, such as being observant and listening carefully to others. It is also contextualised as timeless and classical big questions, or paradoxes that have no answers. Children’s own questions appears not to be counted as philosophical, by the children themselves.

Fostering a Global Perspective through an Extra-Curricular Activity: Model United Nations

-Özge Kortel, graduate student, Yıldız Technical University, Turkey and Bünyamin Bavlı, assistant professor, Yıldız Technical University, Turkey


The present study aimed to examine Model United Nations as an extra-curricular activity and explore personal experiences, critics and suggestions regarding the club activities. In line with this purpose, the research question was specified as the following: What are the experiences and opinions of the learners taking part in Model United Nations Club? The participants of the study consisted of 12 students who took part in Junior Model United Nations Club at a private school in İstanbul. Convenience sampling was employed in selection of participants and single case instrumental design was adopted in the study. Data was collected through a semi-structured interview and conventional content analysis method was employed in data analysis. The study revealed that Model UN promotes learners’ cognitive, affective and social development in many ways. It supports the development of reflective thinking, critical thinking and problem solving skills, besides building self-confidence and developing empathy. Furthermore, it motivates learners to express themselves in the target language and learn from one another through scaffolding and peer tutoring. The participants also evaluated the club activities in a critical perspective. They put forward suggestions regarding the number of committees and delegates, club hours, selection of agenda items, and the preparation period.