KinderPals tweeted us to ask what Konichiwa means in English. After much tweeting back and forth, the KC children offered to make a book for KinderPals. KinderPals liked the idea. The KC children tweeted KinderPals to ask them what words they would like to have in the book and KinderPals replied.
As the children talked about the words KinderPals wanted to know, they began to realize they didn’t actually know the words in Japanese. After some discussion Shoei and Ken were identified as Japanese experts and Yungi was “little expert”; but even our experts didn’t know how to write the words in Japanese. The children realized they would have to do some research and so our “Japanese writing inquiry” began.
The children began a collection of Japanese writing. They were surprised to find a lot of Japanese text in our classroom and around our school. There was a discussion about why this would be since our school in an English school. Jaiden pointed out that we were an international school. Aiden reminded everyone that there was some Korean writing on Cloud Bread, the Korean book that Yungi’s family had given to the class. Aiden went and got the book and we looked at it.
The children noticed that the Korean writing looked different to Japanese writing. Angus thought that we should find out more about Korean writing because, “it’s a little bit same and a little bit different and maybe it can help us to learn Japanese writing.” Several other children thought this was a good idea. Yungi offered to bring some Korean books from home.
Meanwhile, the teachers provided time and materials and the children began their own individual investigations:
Some children copied Japanese writing from bilingual books in the classroom.
Others looked through Japanese newspapers and junk mail and copied and cut out words they liked.
Some children had a go at doing some Japanese writing themselves. A few children made up their own Kanji.
Other children chose to explore Japanese writing though painting.
Yet others had a go at forming the symbols on the iPads.
We teachers have talked about how to support and extend the children’s inquiry. We wondered how to introduce the three different writing systems of Katakana, Hiragana and Kanji. We observed that some children are noticing and commenting on the features of the Japanese text they are finding. Scarlett noticed that some writing goes sideways and some writing goes up and down. Albe observed that some writing is “kind of bumpy” and Sofia found some writing with straight lines and some with curly lines. Jaiden thought some writing looked like pictures. Based on this, we teachers plan to suggest to the children that they sort their writing samples. We are not sure what criteria or categories the children will come up with, but their explanations will tell us a lot about what the children know already and will help us plan how to proceed.