My first exposure to foreign cultures was through a Japanese classmate in kindergarten. Until then I had lived in a limited world, unaware of other cultures, countries, and the vastness of universe. But Takeshi expanded my horizons, introducing me to the culture of his home country, an interesting place called Japan.
Suddenly foreign cultures became a tangible reality. I learned that Japanese people ate raw fish and removed their shoes when entering homes. More importantly, I learned that my beloved M.U.S.C.L.E. toys originated from Japan where it was known as Kinnikuman and even had its own comic and cartoon!
Takeshi also taught my class about origami – the Japanese art of paper folding. I recall being surprised by the delicate paper, overwhelmed by the detailed instructions, and impressed by Takeshi's finished product – a beautiful paper crane (that looked much better than my attempt, which looked more like a backhoe).
Little did we know that Takeshi's origami did much more than expose us to Japanese culture – it helped shape our developing brains. Recent research shows that origami is more than just a cultural pastime or art. In fact, it might be the best activity for children's developing minds, making it perfect for school curriculums everywhere.
The Developing Child
Although children develop at varying rates, every age has developmental benchmarks. For example, four-year-olds can clean-up, dress themselves, and begin to show hand preference. The average five-year-old can grip utensils, write and draw, and begin to comprehend rules. These stages can be found in any child development textbook, but BrooksHealth.org presents a great overview in their pamphlet entitled, A Guide To Your Child's Gross & Fine Motor Development.
As a kindergarten teacher I find a clear-cut distinction between the age groups' abilities and the accuracy of these benchmarks shocked me. For example songs and dances work best with the four-year olds because they cannot yet grasp a game's rules and structure. However, with only a year's difference between them, five-year olds can understand instructions, follow rules, and can therefore play games. Due to these acute developmental differences, lesson-planning varies by age group.
Nature versus Nurture – Providing an Appropriate Learning Environment
Although the nature versus nurture debate – whether genetics (nature) or environment (nurture) takes preference in determining a child's development – continues today, most experts agree that opportunities for children to practice and improve their developing skills are imperative. As James Arthur and Ian Davies explain in The Routledge Education Studies Textbook, "Nowadays even the most devoted environmentalists or hereditarians admit that both nature and nurture play an obvious role in the development and functioning of human intelligence" (99).
Skills can be divided into two main categories, cognitive and motor. Sociability and following instructions, rules, and routine make up cognitive skills while motor skills consist of physical abilities like hand coordination, balance, and dexterity. Although cognitive and motor skills differ, they can develop together in the brain. Bill Jenkins, Ph.D. of Scientific Learning explains, "These abilities (cognitive and motor) were attributed to separate areas of the brain… But… research show(s) that both (cognitive and motor areas of the brain) could be activated during certain motor or cognitive tasks."
It's no surprise that nursery schools and kindergartens facilitate activities and environments to spur a young child's development in both respects. Japanese kindergartens emphasize real-life situations like cleaning up, serving lunch, and packing up. Since students are together throughout the day and cooperation is encouraged, social interaction is constant. As a result, cognitive skill development is naturally incorporated into a student's school life. More deliberate activities like rajio taisou (calisthenics), arts and crafts, dances, and te-asobi (hand-play) facilitate motor development.
Origami, a kindergarten staple, facilitates both cognitive and motor skill development, making it an excellent activity for children. At times teachers incorporate paper folding into lessons as a classroom activity. But constant access to instruction books and origami paper encourages children to explore and practice the activity on their own during free play. With widespread accessibility and practice, Japan has embraced origami as an essential element in providing an appropriate learning environment.
Origami and the Developing Brain
But Japan isn't alone in recognizing origami as a developmental tool. In fact, Amera Khanam of A Learner's Diary explains that "Friedrich Froebel, the godfather of kindergarten, "was the first to introduce origami into formal education… Froebel recognized the value of children learning through play and exploration. He considered the manipulation of the paper as a means for children to discover for themselves the principles of math and geometry."
Mr. Froebel pinpointed origami as a perfect activity for childhood development. And he isn't alone, recent research has served to bolster the claim.
Hagit Shalev of Theragami (New York's Educational-Therapeutic Origami Program For Children and Adolescents) wrote, "In this learning by doing activity, (in which co-ordination and motor control play an important part), there is a continuous interaction of the action and thought process. Children watch how each fold leads to a more advanced one and how together they all progress to create a life-like pliable material… Origami is a method of active research. There is a gradual progression, a sequential order, research into new relationships of folds, and creative possibilities which encourage the advancement of new ideas."
Katrin and Yuri Shumakov of Oriland performed extensive research on origami's effect's on children's brain activity in their 2000 study entitled "Left Brain and Right Brain at Origami Training." They reported, "Our findings allow recommending… origami training for (the) development of motor, intellectual and creative abilities of children…. The training of origami… causes intensive interaction of brain hemispheres and… effectively develops motor, intellectual and creative abilities (of) children."
Origami's varying levels of difficulty provides another benefit – tiered learning. As A Guide To Your Child's Gross & Fine Motor Development shows, children use mastered skills as a springboard for learning new skills. While children master specific origami projects, a child will never master origami – there is always another, more difficult project waiting to be challenged.
Kurt W. Fischer of The University of Denver explains, "(Children's) development is relatively continuous and gradual, and the person (child) is never at the same level for all skills. The development of skills must be induced by the environment, and only the skills induced most consistently will typically be at the highest level that the individual is capable of" (Fischer, 480). As children level-up, they need new, more complex activities to push their development.
My previous article on beigoma (battle tops) exemplifies the process. At first, four year olds are given simple tops that involve pulling a string or spinning the stem between their palms. These tops familiarize the younger children with the top's physics and skill sets needed to make them spin. The experience with those tops will be reapplied and expanded on when the children are five years old and they learn to use more difficult tops.
With no limit to its complexity or difficulty, origami proves to be the perfect developmental activity once again. Some origami activities require only a few simple folds (like this mouse). Others include detailed instructions with numerous, complex folds (like this elephant). In fact, some origami is so complex one can continue the practice into adulthood. There's no end to the challenge – just check out this rose!
Mr. Fischer continued, "The level of skills that are strongly induced by the environment is limited, however, by the highest level of which the person is capable. As the individual develops, this highest level increases, and so she can be induced to extend these skills to the new, higher level."
When practicing origami, a child improves at his own pace. Once a simple origami is completed, the child can move onto more complicated ones, constantly using mastered skills to build new skills and level up. And with a wide range of difficulty, the activity suits children at all ages and all skill levels.
Children and Origami
From a teacher or parent's standpoint, origami is a perfect activity to foster a child's development. But there's another benefit as well – (most) children love origami. What makes origami such an enjoyable activity?
Origami caters to a child's interests. Children can create anything through origami – from useful wallets and protection amulets, to cool bugs and cute animals, to toys like shuriken, swords, and tops. One boy even made a Nintendo 3ds which could play any game imaginable (or should it be – only games imaginable?). With so many options available, children can choose something that they want to create. This makes origami more motivating than other, by-the-book school activities.
Origami empowers children with choice. Children choose what to make, what kind of paper to use and what color to make it. Once the origami is complete a child has control over it and can chose what to do with it. Many of my students use their origami as a way to show they care by giving them as presents. The Sadako Sasaki story of One Thousand Cranes famously exemplifies origami gift giving.
Origami builds self-confidence. Mistakes are forgivable as paper can be unfolded and refolded. Completing a project creates a sense of accomplishment and satisfaction. Furthermore, with the finished product at hand, there's a sense of instant gratification. There's no wait for glue, paint or clay to dry. A child can instantly enjoy the fruits of her labors.
Perhaps Hagit Shalev of Teragami put it best, "To the unsuspecting child, the transformation of the flat sheet of paper into a three dimensional form, using only two hands, seems almost magical."
Origami For All
Okay, maybe doing origami once in kindergarten wasn't enough to actually shape my brain. But Takeshi's well made crane showed that his consistent practice paid off – he could follow the directions and make the correct folds in the paper. I never did origami again (until recently) so I never leveled up – but the experience left a lasting impression.
Connecting my childhood experience to what I know today, Japan and origami seem like the perfect fit. Learned patience and attention to detail can later be applied to cultural practices like flower arrangement, bonsai trees, tea ceremony and writing kanji – as well as the Japanese workplace. Therefore paper folding is the perfect activity to start children on their way to successful adulthood in Japan.
Yet, with all its benefits there's no reason origami shouldn't be embraced as an educational tool outside Japan as well. It doesn't take much – a piece of paper is all you need to watch the rich and challenging world of origami unfold (or fold?) before you. In fact, most of you probably have the necessary tools in your pocket right now! Get folding!
Utafiti wangu wa kwanza wa lugha ya Kijapani ulifanyika katika shule ya chekechea. Kufikia wakati huo nilikuwa nimeishi katika ulimwengu ulio na mipaka, bila kujua kuhusu tamaduni nyingine, nchi, na ulimwengu mkubwa sana. Lakini Takeshi alipanua mtazamo wangu, akinifunulia utamaduni wa nchi yake, mahali pazuri sana kinachoitwa Japani. Kwa ghafula tamaduni za kigeni zikawa jambo halisi. Nilijifunza kwamba Wajapani hula samaki mbichi na huondoa viatu vyao wanapokuwa wakiingia nyumbani. Lakini muhimu zaidi, nilijifunza kwamba M.U.S.C.L.E. yangu mpendwa Vichezeo vilitoka Japani ambapo vilijulikana kama Kinnikuman na hata vilikuwa na vichekesho na katuni zake mwenyewe! Takeshi pia alifundisha darasa langu kuhusu origami - sanaa ya Kijapani ya kupindika karatasi. Nakumbuka nilishangazwa na karatasi nyembamba, nilikumbwa na maagizo ya kina, na kuvutiwa na bidhaa ya Takeshi iliyokamilika - crane nzuri ya karatasi (ilionekana bora zaidi kuliko jaribio langu, ambalo lilionekana kama backhoe). Hatukujua kwamba origami ya Takeshi ilifanya mengi zaidi ya kutufunua utamaduni wa Kijapani - ilisaidia kuunda ubongo wetu unaokua. Utafiti wa hivi karibuni unaonyesha kwamba origami si jambo la kitamaduni au la kisanii tu. Kwa kweli, inaweza kuwa shughuli bora kwa akili za watoto zinazositawi, ikiifanya iwe kamili kwa mtaala wa shule kila mahali. Ingawa watoto wanakua kwa viwango tofauti-tofauti, kila umri una viwango vya maendeleo. Kwa mfano, watoto wenye umri wa miaka minne wanaweza kusafisha, kuvaa mavazi yao wenyewe, na kuanza kuonyesha upendeleo wa mikono. Mtoto wa miaka mitano anaweza kushikilia vyombo, kuandika na kuchora, na kuanza kuelewa sheria. "Kama ilivyoelezwa katika kitabu cha BrooksHealth, ""Mwongozo wa Maendeleo ya Mtoto Wako ya Gross na Fine Motor.""" Kama mwalimu wa chekechea, nimepata tofauti ya wazi kati ya uwezo wa makundi ya umri na usahihi wa vigezo hivi vimenishtua. Kwa mfano, nyimbo na dansi hufanya kazi vizuri zaidi kwa watoto wa miaka minne kwa sababu hawawezi kuelewa sheria na muundo wa mchezo. Hata hivyo, kwa kuwa kuna tofauti ya mwaka mmoja tu kati yao, watoto wenye umri wa miaka mitano wanaweza kuelewa maagizo, kufuata sheria, na kwa hiyo wanaweza kucheza michezo. Kwa sababu ya tofauti hizi kali za maendeleo, mipango ya masomo hutofautiana kulingana na kikundi cha umri. Ingawa mjadala wa asili dhidi ya kulea - ikiwa chembe za urithi (asili) au mazingira (kulea) inachukua upendeleo katika kuamua maendeleo ya mtoto - unaendelea leo, wataalamu wengi wanakubali kwamba fursa kwa watoto kufanya mazoezi na kuboresha ujuzi wao wa maendeleo ni muhimu. "James Arthur na Ian Davies, katika kitabu cha The Routledge Education Studies Textbook, wanasema: ""Leo hata wanaharakati wa mazingira au wa urithi wanaamini kwamba asili na malezi hutimiza jukumu la wazi katika maendeleo na utendaji wa akili ya binadamu.""" Ujuzi unaweza kugawanywa katika makundi mawili makuu, utambuzi na motor. Uwezo wa kushirikiana na kufuata maagizo, sheria, na utaratibu hufanyiza ustadi wa utambuzi huku ustadi wa utendaji wa mwili ukiwa na uwezo wa kimwili kama vile uratibu wa mikono, usawaziko, na ustadi. Ingawa ustadi wa utambuzi na wa mwendo hutofautiana, waweza kusitawi pamoja katika ubongo. "Bill Jenkins, Ph.D. ya Mafunzo ya Sayansi, anaelezea: ""Uwezo huu (kugundua na motor) ulihusishwa na maeneo tofauti ya ubongo, lakini utafiti unaonyesha kwamba wote (kugundua na motor maeneo ya ubongo) inaweza kuwa kuanzishwa wakati wa kazi fulani motor au utambuzi.""" Haishangazi kwamba shule za chekechea na shule za chekechea zina shughuli na mazingira ya kuchochea maendeleo ya mtoto mdogo katika mambo yote mawili. Shule za chekechea za Kijapani hukazia hali za maisha halisi kama vile kusafisha, kuandaa chakula cha mchana, na kufunga mizigo. Kwa kuwa wanafunzi wanakuwa pamoja siku nzima na ushirikiano unahimizwa, mwingiliano wa kijamii ni wa daima. Matokeo ni kwamba, maendeleo ya ustadi wa utambuzi huingizwa kwa kawaida katika maisha ya shule ya mwanafunzi. Shughuli zenye makusudi zaidi kama vile rajio taisou (calisthenics), sanaa na ufundi, dansi, na te-asobi (kucheza kwa mikono) huwezesha ukuzi wa utendaji wa magari. Origami, chakula cha msingi cha shule ya chekechea, huwezesha ukuzi wa ujuzi wa utambuzi na wa mwendo, na hivyo kuwa shughuli bora kwa watoto. Nyakati nyingine walimu huingiza kukunja karatasi katika masomo kama utendaji wa darasani. Lakini upatikanaji wa mara kwa mara wa vitabu vya maagizo na karatasi ya origami huwatia moyo watoto kuchunguza na kufanya shughuli hiyo peke yao wakati wa kucheza bure. Pamoja na upatikanaji na mazoezi ya kuenea, Japan imekubali origami kama kipengele muhimu katika kutoa mazingira sahihi ya kujifunza. Origami na Ubongo Unaoendelea Kuendelea Lakini Japani si pekee katika kutambua origami kama chombo cha maendeleo. "Kama ilivyoelezwa na Amera Khanam, ""Friedrich Froebel, baba wa kambo wa shule ya chekechea, alikuwa wa kwanza kuanzisha origami katika elimu rasmi, Froebel alitambua thamani ya watoto kujifunza kupitia kucheza na kuchunguza.""" Aliona kutumia karatasi kuwa njia ya watoto kugundua wenyewe kanuni za hesabu na jiometri". Bw. Froebel alitaja origami kuwa zoezi zuri sana kwa ajili ya ukuzi wa utotoni. Na si yeye peke yake, utafiti wa hivi karibuni umethibitisha madai hayo. "Hagith Shalev, Mkurugenzi wa Programu ya New York ya Elimu ya Origami ya Watoto na Vijana, aliandika: ""Kupitia kujifunza kwa kufanya shughuli, (ambayo ushirikiano na udhibiti wa magari hucheza sehemu muhimu), kuna mwingiliano wa kuendelea wa hatua na mchakato wa kufikiri." Watoto huangalia jinsi kila fold inavyoongoza kwa moja ya juu zaidi na jinsi pamoja wote wanavyoendelea kuunda nyenzo inayoweza kubadilika kama maisha... Origami ni njia ya utafiti wa kazi. Kuna maendeleo ya hatua kwa hatua, utaratibu wa mfululizo, utafiti wa mahusiano mapya ya folds, na uwezekano wa ubunifu ambao kuhamasisha maendeleo ya mawazo mapya. "Katrin na Yuri Shumakov, wa Oriland, walifanya utafiti wa kina juu ya athari za origami kwenye shughuli za ubongo wa watoto katika utafiti wao wa 2000 wenye kichwa ""Ubongo wa kushoto na ubongo wa kulia katika mafunzo ya origami.""" Waliripoti, "Ugunduzi wetu huruhusu kupendekeza... mafunzo ya origami kwa (ku) maendeleo ya uwezo wa magari, akili na ubunifu wa watoto.... Mazoezi ya origami... husababisha mwingiliano mkali wa hemispheres za ubongo na... kwa ufanisi huendeleza uwezo wa magari, akili na ubunifu (wa) watoto". Viwango tofauti vya ugumu wa origami hutoa faida nyingine - kujifunza kwa ngazi. Kama inavyoonyeshwa na kitabu A Guide To Your Child's Gross & Fine Motor Development, watoto hutumia ustadi wao wa kufanya kazi kama kichocheo cha kujifunza ustadi mpya. Wakati watoto ustadi maalum origami miradi, mtoto kamwe ustadi origami <unk> kuna daima mwingine, miradi ngumu zaidi kusubiri kuwa changamoto. "Kurt W. Fischer, Mkurugenzi wa Chuo Kikuu cha Denver, anasema: ""Kuzaliwa kwa mtoto ni hatua kwa hatua na kwa kuendelea, na mtu (mwana) hajawahi kuwa katika kiwango kimoja kwa ujuzi wote." Maendeleo ya ujuzi lazima kuchochewa na mazingira, na tu ujuzi induced zaidi mfululizo itakuwa kawaida katika ngazi ya juu kwamba mtu ni uwezo wa" (Fischer, 480). Watoto wanapokuwa na uwezo wa kuboresha, wanahitaji shughuli mpya, zenye kutatanisha zaidi ili kuendeleza ukuzi wao. Makala yangu ya awali juu ya beigoma (vitu vya juu vya vita) inaonyesha utaratibu huo. Mwanzoni, watoto wenye umri wa miaka minne hupewa viatu rahisi ambavyo huhusisha kuvuta kamba au kugeuza shina kati ya mikono yao. Vipande hivyo huwafundisha watoto wadogo mambo ya fizikia na ustadi unaohitajiwa ili viweze kuzunguka. Uzoefu wa juu hizo utafanywa tena na kupanuliwa wakati watoto wanapokuwa na umri wa miaka mitano na wanajifunza kutumia juu ngumu zaidi. Bila kikomo cha utata au ugumu wake, origami inathibitika kuwa shughuli kamili ya maendeleo tena. Baadhi ya shughuli za origami huhitaji tu folds chache rahisi (kama panya hii). Nyingine hutia ndani maagizo ya kina yenye mipangilio mingi, tata (kama vile tembo huyu). Kwa kweli, baadhi ya origami ni tata sana hivi kwamba mtu aweza kuendelea kuzifanya hadi anapokuwa mtu mzima. Hakuna mwisho wa changamoto <unk> tu kuangalia rose hii! "Fischer aliendelea kusema, ""Lengo la ujuzi ambao ni nguvu induced na mazingira ni mdogo, hata hivyo, na ngazi ya juu ambayo mtu ni uwezo." "Kama mtu anavyoendelea kukua, kiwango hiki cha juu huongezeka, na hivyo anaweza kushawishiwa kupanua ujuzi huu hadi kiwango kipya, cha juu zaidi. """ Mtoto anapofanya mazoezi ya origami, yeye huendelea kuboresha mambo kwa mwendo wake mwenyewe. Baada ya kumaliza kazi rahisi ya origami, mtoto anaweza kuendelea na kazi ngumu zaidi, akitumia daima ustadi aliokuwa nao ili kujenga ustadi mpya na kuboresha kiwango chake. Na kwa sababu ya ugumu mbalimbali, shughuli hiyo inafaa watoto wa umri wote na wa kiwango chochote cha ustadi. Origami ni mchezo wa kuvutia sana kwa wazazi na walimu, na ni moja ya michezo bora zaidi ya kuvutia watoto. Lakini kuna faida nyingine pia <unk> (watoto wengi) wanapenda origami. Ni nini kinachofanya kazi ya kuhariri iwe yenye kufurahisha sana? Origami hutimiza mapendezi ya mtoto. Watoto wanaweza kuunda chochote kupitia origami <unk> kutoka mikoba muhimu na amulets ulinzi, kwa baridi bugs na wanyama cute, kwa toys kama shuriken, upanga, na juu. Mvulana mmoja hata alifanya Nintendo 3ds ambayo inaweza kucheza mchezo wowote imaginable (au lazima iwe <unk> tu michezo imaginable?). Kwa kuwa kuna chaguzi nyingi, watoto wanaweza kuchagua kitu wanachotaka kutengeneza. Hilo hufanya origami iwe yenye kuchochea zaidi kuliko shughuli nyingine za shule za kawaida. Origami huwapa watoto uwezo wa kuchagua. Watoto huchagua kile watakachotengeneza, aina ya karatasi watakayotumia na rangi watakayotengeneza. Baada ya origami kukamilika mtoto ana udhibiti juu yake na anaweza kuchagua nini cha kufanya nayo. Wanafunzi wengi wa shule ya msingi wa Marekani hutumia origami kama njia ya kuonyesha kwamba wanajali watoto wao. Hadithi ya Sadako Sasaki ya One Thousand Cranes ni mfano maarufu wa kutoa zawadi za origami. Origami hujenga uhakika wa kibinafsi. Makosa yaweza kusamehewa kwa kuwa karatasi yaweza kufunguliwa na kufunguliwa tena. Kukamilisha mradi husababisha hisia ya kutimiza jambo na kuridhika. Isitoshe, kwa kuwa bidhaa imekamilika iko mkononi, kuna hisia ya kuridhika mara moja. Hakuna kusubiri kwa ajili ya gundi, rangi au udongo kukauka. Mtoto anaweza kufurahia matunda ya kazi yake mara moja. "Hagith Shalev, mwandishi wa kitabu cha Teragami, anasema: ""Kwa mtoto asiye na shaka, kugeuza karatasi ya gorofa kuwa kipande cha pande tatu kwa kutumia mikono miwili tu, huonekana kama uchawi.""" Origami kwa wote: Jinsi ya kufanya origami katika shule ya chekechea Lakini crane ya Takeshi iliyotengenezwa vizuri ilionyesha kwamba mazoezi yake ya daima yalilipa - angeweza kufuata maagizo na kufanya mipangilio sahihi kwenye karatasi. Sijawahi kufanya origami tena (hadi hivi karibuni) kwa hiyo sikuwahi kupanda ngazi <unk> lakini uzoefu huo uliacha hisia ya kudumu. Kuunganisha uzoefu wangu wa utotoni na kile ninachojua leo, Japani na origami zinaonekana kama zinafaa kikamilifu. "Kufundisha uvumilivu na uangalifu kwa maelezo inaweza baadaye kutumika kwa mazoea ya kitamaduni kama ""mipangilio ya maua,"" ""miti ya bonsai,"" ""msherehekeo wa chai"" na ""kuandika kanji"" kama vile mahali pa kazi ya Kijapani." Kwa hiyo, kupindika karatasi ni zoezi bora la kuwaongoza watoto katika maisha yao ya mafanikio wakiwa watu wazima nchini Japani. Hata hivyo, kwa faida zake zote hakuna sababu origami haipaswi kukumbukwa kama chombo cha elimu nje ya Japani pia. Haichukui mengi <unk> kipande cha karatasi ni wote unahitaji kuangalia tajiri na changamoto ya dunia ya origami kufunuliwa (au fold?) kabla ya wewe. Kwa kweli, yaelekea wengi wenu mna vifaa vinavyohitajika katika mfuko wenu sasa hivi! Kupata folding!