Foreign pedagogical systems on the example of Japan

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1. The preschool education system in Japan

The modern concept of the Japanese system of preschool education is based on the theory of early socialization of the individual, the idea that patterns of human behavior are laid at an early age. Personality trends emerging in Japanese preschool institutions shape the culture of the entire Japanese society.

Let us turn to the history of the formation of the preschool education system in Japan. In the 70s of the XIX century. educational institutions for preschool children began to appear in the country. One of the first such institutions was a kindergarten at a teacher training school for girls in Tokyo, which was created in 1876 in accordance with European views on education. Gradually, the number of kindergartens in Japan increased, and in 1926 these institutions received state status. By the start of World War II, approximately 10% of Japanese children were in kindergarten. In 1947, the Education Act was passed, in which the preschool educational institution was defined as an integral part of the overall national educational structure. The development of educational standards for preschool children has begun.

The Japanese were among the first to talk about the need for early development. More than half a century ago, the book "After Three It's Late" was published in the country, which made a revolution in Japanese pedagogy. Its author, Masaru Ibuka, is the director of Talent Education and the founder of the world famous Sony company. The book says that in the first three years of life, the foundations of the child's personality are laid. Young children learn everything much faster, and the task of parents is to create conditions in which the child can fully realize his abilities. In upbringing, it is necessary to follow the following principles: to stimulate cognition through arousing the baby's interest, to educate character, to promote the development of creativity and various skills. At the same time, the task is not to raise a genius, but to give the child such an education that "he has a deep mind and a healthy body, to make him smart and kind."

Early childhood education standards in Japan have been regularly revised and refined to meet changing social requirements. The most significant changes were made to the standards of preschool education in 1990 in connection with the next education reform in Japan. The new standards emphasize that preschool education is part of the national education system, the role of kindergartens in the formation of a person's personality is noted, it is indicated that each preschool educational institution has its own and unique education system.

The main goal of preschool education, as defined in state educational standards, is to create conditions for a child's life that are most suitable for childhood, ensuring health, safety, development of social communication, speech, interest in the world around them and creativity based on the individual characteristics of a preschooler.

The standards establish five main areas that should be highlighted in the content of the work of each preschool institution:

strengthening the physical and mental health of the child;

developing communication skills with other people;

formation of knowledge about the world around;

development of speech;

development of creativity.

Today, almost every child between the ages of three and six is ​​in kindergarten, despite the fact that over 90% of Japanese women are housewives. A kindergarten in Japan does not perform the function of looking after and caring for the child while the mother is working, but the function of socializing the baby. It is generally accepted in society that a child can receive a full-fledged upbringing only in a team; moreover, the prestige of future employment depends on the level of prestige of the educational institution that the child has attended since childhood.

At present, early childhood education is not compulsory in Japan, so there is more variety and flexibility than at other educational levels. Kindergartens in Japan are divided into public and private. Hoikuen is a state nursery-kindergarten, which accepts children from 3 months. It is open from 8 am to 6 pm and noon on Saturday. To put a child here, you need to justify it with very good reasons. In particular, bring documents stating that both parents work more than 4 hours a day. Children are accommodated here through the municipal department at their place of residence, and the payment depends on the family's income. Public preschool institutions are funded by the government of a country, capital city, city or prefecture.

Another type of kindergarten is etien. These gardens can be either public or private. Children stay here no more than 7 hours, usually from 9 am to 2 pm, and mom works less than 4 hours a day. Private kindergartens, in addition to paying by parents (about 18,000-24,000 Japanese yen per year, or $ 150-200 per month), can be funded by private schools, religious, community organizations or kindergarten owners.

A special place among private gardens is occupied by elite, which are under the tutelage of prestigious universities. If a child enters such a kindergarten, then there is no need to worry about his future: after that he goes to a university school, and from there, without exams, to the University. A university degree is a guarantee of a prestigious and well-paid job. Therefore, it is very difficult to get into an elite kindergarten. Admission of a child to such an institution costs a lot of money for parents, and the child himself must undergo a rather difficult test.

In addition to kindergartens, special playgrounds are opening, where you can take your child for part of the day, if necessary. There are now over 15,000 public and private preschools in Japan. More than half of kindergartens (approximately 64%) are private.

The school year in kindergartens, like in other educational institutions, begins on April 1 and ends in March of the following year. On this day, a solemn opening ceremony is held in all educational institutions - from kindergarten to university. And the director of the kindergarten greets his little pupils with exactly the same seriousness as the rector of the university greets his students.

During the year, children go on vacation three times: summer holidays last from July 21 to August 31, winter - from December 21 to January 8, spring - from March 21 to the beginning of the new school year, April 6. During the holidays, small children can come to kindergarten to swim in the pool and have a little chat with the teacher about life.

The occupancy of one kindergarten is approximately 135 people. Kindergartens usually work from 9 am to 2 pm. Each institution has its own bus, which brings children to kindergarten and, if necessary, takes them home.

In kindergarten, children only have breakfast. Usually, the child eats food prepared by the mother at home and taken with him. In some cases, food can be prepared in the kindergarten kitchen, but this is rare. Kitchens are only suitable for heating food.

To become a kindergarten teacher in Japan, you need to unlearn two years at an institute or university, the requirements for their training were determined by a special law back in 1949. It is an honor to work as a teacher in Japan, so even in preschool institutions there are many male administrators and instructors. Note that preschool institutions in Japan, regardless of their level of subordination and form of ownership, are not tasked with preparing children for school, most preschool institutions do not teach children the basics of literacy. Japanese preschoolers spend much less time than their Russian or American peers in academic pursuits and spend much more time playing. The assimilation of educational knowledge, skills and abilities will begin at the age of six at school. The most important feature of primary education in Japan is the concept of "kokoro", which can be translated as heart, soul, mind, mentality. "Kokoro"? this is a special idea of ​​education, which is not limited to knowledge and skills, but contributes to the formation of a person's character. The Japanese are convinced that the objective basis of primary education is the enrichment of the "kokoro" children. As a result, the foundations for the formation of all aspects of the child's personality are laid, full-fledged moral, physical, cognitive, communicative and social development is ensured.

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Emilia Yago lives in the Japanese city of Toyama and has two sons. According to her, Japanese society is changing and becoming closer to European, and from here there are working women and an increase in the number of divorce proceedings. All this has an impact on preschool education: for example, now Japanese kindergartens are divided into two types - there are kindergartens for working mothers and children's centers for housewives. Depending on her status, a woman can choose the place where she will give the child. Emilia also talks about why the Japanese allow children to literally sit on their necks, how an accountant can become an educator, and the impact of tradition on a child's education.

Kindergartens for working mothers

According to Japanese tradition, a married woman who has given birth to a child becomes a housewife. She stops working and devotes herself to children, husband and everyday life. But over the past five years, a stratum of women has emerged who want to work and be financially independent. Full-day kindergartens exist just for them: they open early in the morning and work until the evening. They can be either private or public.

According to Japanese law, these kindergartens have a flexible pricing system: for example, an incomplete family or a family with a modest income will pay several times less than wealthier parents. And the difference will be significant: the total cost of the kindergarten reaches $ 600, and the preferential price can be $ 200-100.

Children are divided into three groups - junior, middle and preparatory. They are usually given the names of flowers - lilies of the valley, sunflowers, and so on. The division occurs by age. The school year starts in April, so children born between April 1 and March 31 of the following year are considered the same age and go to the same group or class. A working mother can send a child to kindergarten from two months. By law, there is one adult for every two babies. So a parent, leaving his child, can be sure that he will be lulled and looked after.

Such a kindergarten means just supervision, the educational program is not very strong here. And there are always a minimum of toys: cubes, origami, board games - and that's all. Educators focus on communication between children, believing that they themselves have to invent games and entertain themselves.

Kindergartens for nonworking mothers

Gardens for non-working mothers only accept children from the age of three. The Japanese consider it prestigious to attend such a kindergarten. It has its own form and attributes. Most often, it works part-time, so as early as 14:00 the children are transported home. There is a fixed price here, which does not depend on the family's income. And to enter here, parents pay a membership fee. On average, the price is $ 300-400 per month, including meals.

Here different teachers are engaged with children, the emphasis is on developmental activities. Parents also take an active part in the life of the kindergarten, they are usually involved in organizing holidays. Both my sons went to such a kindergarten, and I can say for sure that mothers are involved in all activities all year round.

Every year there is a big festival called "Undokai". This is a large-scale sports competition for children, the Japanese analogue of the Russian "Mom, Dad, I am a sports family." The Japanese take this holiday seriously and are carefully preparing it. There is a clear division of responsibilities between parents. And no one will ask you what you are ready to help and what you don’t want to do. Everyone does what is said, and it will definitely not work to sit on the sidelines. In Russia, they usually say: "I paid, I will sit in the front row and watch." In Japan, everything is different: parents are jumping, jumping, and certainly no one is sitting in the front row. Of course, there are foreign women who, in principle, do not participate in such activities. But the Japanese are sympathetic to this and do not touch them.

Photo: detkikonfetki via Compfight

For the locals “Undokai” is an ambitious holiday, so children are seriously trained for it, preparation and rehearsals begin in a month and a half. But despite the importance of this holiday, the Japanese will never scold a child if he could not or did not want to do something. Therefore, the competitions are held on positive emotions, no one swears or shouts. Visually, a completely idyllic picture is created, but for a child this is a big test. Now my children remember "Undokai" and say: "Mom, you know, there was little fun for us." And I agree with you: this holiday is mostly interesting for parents and educators.

The second big holiday of the year is the reporting concert. Now children have to show themselves from a creative side. They sing, dance, stage scenes. Besides "Undokai" and the concert, traditional Japanese holidays are also held in kindergartens. For example, we celebrate the harvest of rice and prepare various sweets that day.

About educators

Primary school educators and teachers are friends of children. A child can climb onto the shoulders of his teacher, hang on his leg. As he communicates with his peers, so he communicates with educators. If you look at this picture from the outside, you will think that they did not even try to educate these children. Russians living in Japan are outraged by this approach, since a child can kick an adult, hit him on the top of the head, and there will be no response to his actions. It's just that the Japanese do not consider it aggression. The educators explain that this approach helps the child to adapt more easily in kindergarten and get used to people who are new to him.

Photo: Gamy Wong via Compfight

However, frivolous behavior is forgiven to children up to a certain point. Rigidity in upbringing appears three months before graduation to school. Since December, Japanese educators have become dramatically strict. They believe that the child needs to be mentally prepared for the fact that he will be a first grader, who must respond to comments and fulfill the requests of teachers. Parents note that during this period, children cease to love kindergartens. The way it is. And when parents are interested in what happened, the educators say that this is a necessity and a tradition.

Three months before the end of kindergarten, teachers manage to make decent and disciplined children out of children. But when a child goes to first grade, he returns to what was in kindergarten: in the first months everything is built on games and communication. So it is not always clear why they teach this discipline in kindergarten, if everything returns to normal at school. In Russia, the upbringing process takes place smoothly, and the child immediately understands what is required of him.

About pedagogy

There is no educational method in Japanese kindergartens. There is an annual plan of activities around which the life of the kindergarten revolves. If in Russian kindergartens, in addition to the teacher, there are teachers of music, fine arts, physical education, then in Japan all classes are taught by one person. This, of course, is bad, since he cannot be an expert in everything.

Educators do not have serious pedagogical education. Any woman with a college degree goes to courses that teach first aid, music, and a few other subjects. Within six months, she completes these courses and receives a certificate with which she can work as a teacher. It turns out that a year ago she worked as an accountant, and in six months she may already be in kindergarten. Although there is no such training of specialists as in Russia, Japanese women really sincerely love children. Sometimes you see how the teacher communicates with the child, and you are moved: it would seem that they spent the whole day together, but she asks him something and does not want to let her go. Maybe the Japanese are not educators by education, but educators are for sure. Asians in general idolize children and treat them not as young growth, but as their future. There are no shouts, no reprimands. And if a comment is made to a child, then it is so veiled that he himself will never understand that it is about him.

Photo: Shesamurai via Compfight

It was also strange for me that parents, until the last moment, did not know who would be the child's educator. There is no way to choose for yourself. Moreover, educators are changed every year. They say children need to get used to different people and new demands. But children are going through these changes hard.

In kindergarten, there is no goal of preparing a child for school, raising his level of knowledge and developing skills. But the teacher can approach the parents and say: "Your child does not know how to use chopsticks." And they will not try to teach him, but they will puzzle you with this question. Japanese kindergarten is about communication. It no longer implies any occupation. Therefore, parents must be ready to take on the child's education themselves.

About school

In school, teachers rarely raise their voices, but they manage to maintain discipline completely unobtrusively. Instead of shouting, they use pictures that explain the rules of behavior to children. But they do not write: "You must!". Instead, they, for example, draw some kind of sparrow, which then opens its beak, then closes it. And the meaning is this: when the break begins, we talk, and during the lesson we close our beaks. It seems to be a common picture, but it works on children better than any threats or shouting. And it turns out that the children themselves love and observe discipline.

Russian mothers complain that Japanese education is superficial. Indeed, teachers do not provide comprehensive information on each topic. Their teaching system resembles lectures at the university: there are theses, there is a lecture, and then you study the subject on your own. So it is in Japanese schools: they believe that they give the necessary minimum, and then you can take books and delve into a topic that is interesting to you. When I, for example, studied at a Russian school, I dreamed of the kind of education that exists in Japan. If a Japanese is hooked on something, then he will carry this hobby throughout his life. They even bring their hobbies almost to the level of professionalism. And education is designed specifically for such people.

The first nurseries in Japan were created under the leadership of American women in 1871 in Yokohama, the first proper Japanese nurseries - in 1894 in Tokyo, but the idea of ​​such an early separation of the child from the mother did not become popular.

The first kindergarten of the Frebel type was established in Tokyo in 1876. Its main idea - the child's initiative - is still relevant. First, kindergartens for the poor were opened; in 1900, national standards for preschool education and official rules for kindergartens were developed. “By the 1947 law, kindergartens and creches became part of the primary school system. Nurseries were turned into day care centers under the jurisdiction of the Ministry of Health and Social Welfare, but during the 60s their programs ceased to differ from those of kindergartens ”[Paramonova, Protasova 2001: 120].

Kindergartens are run by the Ministry of Education, Science and Culture, and day care centers are run by the Ministry of Health and Welfare. There are differences between these types of preschool institutions.

In kindergarten, more emphasis is placed on education, children over 3 years old are in the kindergarten for about 4 hours a day, an agreement is concluded with their parents or guardians, there is a program that includes taking care of health, establishing social contacts, getting to know the environment , development of speech and self-expression. There are more than 15 thousand kindergartens in total, each of them has about 135 children, and there are an average of 20 children per adult.

Day care centers put more emphasis on parenting. Babies and preschoolers are brought up together, these institutions work 8 hours a day. Children are sent to these institutions by the municipal authorities, the payment depends on the income of the parents. There are regulations governing the activities of institutions. The content of the work includes caring for a child, ensuring emotional stability, taking care of health, regulating social contacts, creating an appropriate environment and getting to know the environment, developing speech and self-expression. In total, there are about 23 thousand care centers, on average there are about 75 children in each of them, 10 children per adult. There are also special institutions for children with developmental disabilities.

The preschool institution should solve the following tasks: help the child to have good relationships with adults and children, respect nature, acquire healthy life habits, and master the skills of social behavior. Public preschool education is assessed positively: it can help raise a child who is not spoiled, capable of cooperating with other children. There are also additional schools for gymnastics, swimming, music, dance, art, etc., as well as private kindergartens at schools, preparing for admission to the universities with which they are associated.

Along with performing daily duties, educators must implement additional programs: the beginning and end of the school year are celebrated, children are taught the rules of behavior on the road and trained in safe life skills, organize excursions, sports competitions, engage in traditional Japanese exercises in literary creativity, celebrate children's birthdays and traditional seasonal and national holidays. Many preschool institutions teach children to play drums and flute so they can take part in marching festivals, and learn numbers and cursive "knan" - this is done at the request of the parents.

The book by L.A. Paramonova and E.Yu. Protasova describes an example of the work of one of the kindergartens in Japan (120 children), the most typical from the point of view of organizing the life of children [Paramonova, Protasova 2001: 122-123]. Pupils are distributed as follows: 12 children under the age of 18 months (four teachers work with them); 20 children under the age of 3 years (two groups of 10 people, each with three teachers and an assistant). The rest of the children are divided according to the age principle (three, four, five) into groups of 25-30 people (each has one teacher). The groups have names, for example "Dandelions", "Frogs". The highchair seats are embroidered, the children bring them from home. The group has a miniorga "n", on which the teacher plays. The kindergarten starts work at 7.00. Everyone is free to play with each other, at 9.30 a The song "Everyone in their groups" is distributed, and the children run back to the groups, taking off their shoes in the lobby. Children are counted, talking about the time of year. Then, under the guidance of the teacher, the children complete the task in the workbook for recounting and coloring for 30 minutes Under the completed assignment, the teacher sticks a sticky picture.

As the task progresses, the children begin free games. After 20 minutes of such games, preparation for food begins. Children take out the breakfast brought from home in a box, take cups and napkins. Kindergarten adds a hot dish and a bottle of milk to what is brought from home. Then the children sing together and start eating, each eating at his own pace - from 10 to 45 minutes. The teacher sits with the children, every day at different tables. After eating, each child removes his own napkin, chopsticks, box.

Children start playing again with pictures and cards to help them learn letters. Then, for about 30 minutes, the children are engaged in origami, at which time the teacher introduces the children to some geometric concepts. Then the children go outside with their crafts, walk, play on the site. Upon returning, the teacher tells a story, showing illustrations. The song is sung again and the children begin their afternoon snack. Then they sing a song and go for a walk again. Parents pick up their children from the site from 16.30 to 18.00.

It is noteworthy that the educator makes almost no remarks to children who behave badly, recommends them to independently resolve conflicts that arise. In some cases, he calls the director (the manager, usually a man), who explains to the children how to behave. There are no special classes for the development of speech. The Japanese want children to be like children: not only happy, but sometimes angry, upset, selfish. They learn to use formal (greetings, goodbyes, gratitude, encouragement) and informal speech. Language is learned as a means of expressing group solidarity and shared social intent.

In Japan, teaching does not adhere to a certain theory: they borrow the best achievements, successful models, effective methods, which certainly bring success, but at the same time, traditional values ​​continue to be honored and manifested even in small things - when organizing an individually oriented food associated with the gifts of nature, when fostering discipline and responsibility, etc. It is believed that all children should be given an equal opportunity. It is not giftedness that is important, but patience, perseverance, character. Good behavior is one in which the child gets up early, even on weekends and holidays, works and plays a lot, does physical exercise, eats well, respects elders, and is considerate of the feelings of others. The ability to depend on others and understand them is considered positive, that is, to reckon with those who are nearby, to see what they are doing, in what mood they are, to obey general rules and be tolerant. Ideally, they strive to balance individuality and belonging in a group, responsibilities and the ability to feel, find the right balance between kindergarten, family and society.

In Japan, starting from preschool age, they are introduced to death: children are told about death, read and discussed books about it. The theme of war and death is associated with the great work of Japanese kindergartens in raising children in the spirit of national citizenship. For example, in Osaka kindergartens, this work is organized in the following areas:

The study by children of such global topics as the color of the skin of various human races; the National costume; greeting forms; dolls of different nations.

Cognition of the everyday life of different peoples through the study of national dishes, fauna, natural conditions, through organizing contacts with foreign educational institutions and inviting guests from different countries.

Charitable work. With the help of audiovisual means and stories, the educator introduces children to hunger, to the difficult life of people due to the lack of food and medicine. During the Christmas season, children bring boxes of food and medicine to donate to poor countries.

Introducing children to the misfortunes of war. To this end, educators organize conversations around a large fire with the invitation of grandparents, who talk about the war, and then the children talk about a happy, peaceful life. Sometimes children, together with a teacher, write letters with a request to prohibit the war and send them to various international organizations.

Japanese teachers attach particular importance to the upbringing of children in a team, they regard this as one of the basic principles of democratic upbringing. The children's collective is a model of society. educators and teachers form the system that they consider to be the model of a free society of the late 20th - early 21st centuries.

It is often difficult for a Russian to understand how to say "kindergarten" in Japanese, because there are two words for this in Japanese. But what is the difference between them? This article examines the differences between the two types of kindergarten in Japan, as well as the difficulties faced by parents of toddlers.

There are two types of kindergarten in Japan: 保育 園 hoikuen and 幼稚園 yo: tien.

When describing Russian realities, we will always use the word yo: tien, however, it is important to understand that what is meant by it is strikingly different from the kindergarten we are used to.

Let's consider what these differences are.

保育園 hoikuen

Hoikuen sometimes translated into Russian as "nursery", despite the fact that the Japanese version implies a completely different reality. Hoikuen is attended by toddlers between the ages of zero and six. They are looked after by educators. Children play, sing songs, sleep in quiet hours, but ... they are not at all engaged in any study or preparation for school. The hoikuen program does not imply any educational activity: only looking after and caring for children in the absence of parents. Sometimes educators can, on their own initiative, teach children to read and write, but this is quite rare. Parents bring their children to Hoikuen in the morning and pick them up in the evening after work.

Hoikuen kindergartens are run by the Japanese Ministry of Health, Labor and Welfare.

幼稚園 yo: tien

Yeochien is not a kindergarten, but an educational institution where children are prepared for school. The yochien accepts babies from three to six years old. In these institutions, children study and do not play with toys at all. Therefore, they spend only about four hours a day in yôchien. This causes certain difficulties, since with such a schedule, a child needs a person who can look after him in his free time from his studies. There is no such profession as nanny in Japan, and grandparents are not always there to look after children.

Yetien kindergartens are run by the Ministry of Education, Culture, Sports, Science and Technology.

Which kindergarten to choose?

Usually, if a child enters hoikuen, he continues to attend until the age of six, because, given the described circumstances, in order to send the baby to prepare for school, the mother must not go to work.

However, modern living conditions in Japan are pushing women to make money. Attendance at kindergarten must be paid, and quite often only families in which both spouses work can afford the required amount. Hoikuen kindergartens are cheaper for parents than yochiens, since the latter also includes the cost of teaching materials, air conditioning, maintenance of the premises, and sometimes even a special bus.

Costs for hoikuen usually range from 15 to 20 thousand yen per month, depending on the age of the child (the older the child, the cheaper the kindergarten fees). Yotien are public (cheap) and private (more expensive). Tuition prices usually range from 24.5 to 53 thousand yen per month.

Thus, in order to ensure a decent social life for their children, Japanese parents have to work hard and earn money.

How are things?

When the question arises of choosing one of the two types of institutions, it becomes obvious that the best option, taking into account all the prevailing circumstances, will be khoikuen kindergartens. They are cheaper, and both parents can work at once. Only here another problem appears. And it consists in the fact that almost everyone adheres to this opinion.

Recently, there are no more vacancies in Hoikuen kindergartens. However, this is due not only to the fact that most parents are more comfortable choosing this particular type of institution.

According to the rules, for children under one year old, one teacher should have a maximum of three babies. From one to two years old - one educator for six kids, from three to four - one educator for 20 children and over four - one educator for 30 children.

Thus, with a large number of children, a large number of teachers is needed. However, the salary of educators in Japan is considered very low (100,000 yen), so fewer and fewer people come to this profession. As a result, low-quality specialists are being hired for the position of educator, which, of course, negatively affects the quality of the services provided by the kindergarten.

Due to the lack of places in kindergartens, women have to leave their jobs to raise children. Sometimes parenting responsibilities are shared between husband and wife.

Problems with kindergartens are one of the reasons why Japan has a low percentage of working women compared to other countries.

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Near the capital of Japan, Tokyo, there is a Fuji kindergarten, which can be safely called one of the best in the world. The lack of walls and ample space to crawl and run make it a favorite place for children to stay.

The architects of the Tokyo studio Tezuka Architects, who designed this masterpiece, tried to find universal things that absolutely all children like. Unsurprisingly, the result is a kindergarten that looks more like an entertainment venue than an educational institution.

It resembles an oval in shape, with a large lawn in the center. As soon as the kids get on the roof, they start running around in a circle.

The upbringing system here is based on the Montessori methodology, which is based on supporting the child in his natural development, directing his actions, and not prohibiting everything. Here babies are allowed to run a lot, move and even get their own bruises and bumps.

Instead of the lower section of the stairs leading from the roof, the architect proposed to arrange a mound of earth for children to play and slide off it.

The building was built around growing trees and in order to protect children from falling, the designers had to put on special hammocks there. This place has become one of the favorite play areas for children.

Every month, the teachers together with the children rearrange the classrooms. Even ordinary stools have a play function here. They are made of very light and soft wood, which is very hard to bump against.

The sinks are made in such a way that they allow children to communicate with each other even while washing.

There is even a special playground where children can practice tree climbing.

In this kindergarten, children can be outdoors as long as the weather permits. There are no partitions between classrooms in the building, as children are more comfortable surrounded by background noise. If the child does not want to be in the lesson, he can go out. Usually, having made a circle around the territory, he himself returns to the class.