In Russia, there are two grades designated as "first grade."

"Active Learning: What About This?" Research Institute Launches (Kurashige)

The "Active Learning: What About This? " Research Institute has launched at DENTSU SOKEN INC.
As suggested by the name "How About This?", it plans to propose ideas about active learning from various angles. In this column, members of the lab will introduce methods, concepts, and individuals that could be useful for making learning more active.

The first installment features a column by Kirillova Nadezhda, who was raised and educated in six countries and ranked #1 globally in The Directory Big Won Rankings 2014 for copywriters. Drawing from her experiences abroad, she explores hints for Japanese education.

Primary education in Russia is a bit different from Japan. (Nadezhda)

"How old were you when you started school?" I once asked a friend at a Japanese elementary school. My friend looked puzzled, seemingly not understanding the question. I then proudly added, "By the way, I was six!" My friend looked even more dumbfounded. I had wanted to brag, but it fell completely on deaf ears.

In Russia, this question is commonplace. Unlike Japan, where everyone enters elementary school at age 6, children can start school at an age suited to their development and individuality. The standard age is 7. However, there are also classes starting at age 6 for children who are ready earlier. This means there are two grades for the same "first grade" – one for 6-year-olds and one for 7-year-olds.Starting earlier allows for a slightly slower pace of learning, and there's even a one-hour "nap time" to help maintain concentration. The 7-year-old class skips fourth grade, moving directly from third to fifth grade, so they join the 6-year-old class (which doesn't skip fourth grade) when they reach fifth grade.

While the rule is age 6 or 7, exceptions exist. Some start at age 8. If a child isn't mentally ready, starting studies early is pointless. A delayed start doesn't necessarily impact their future. Some who begin slowly go on to become scholars.

Conversely, exceptionally precocious children may start at age five. If they possess the necessary abilities, there's no need to waste a year in kindergarten. However, at age five, emotional maturity sometimes lags behind intellectual capacity, and occasionally children drop out midway. But they can simply re-enroll the following year.

Grade boundaries are also flexible. While school starts in September, children born as late as January often join the previous grade. Unlike Japan, there's no rigid, uncrossable gap between April 1st and April 2nd birthdays. Consequently, it's common for classmates to have slight age differences. This doesn't breed strange hierarchies; instead, children learn that people with different abilities exist, thinking things like, "Wow, they're younger but really capable."

Later, I learned that Japan doesn't have grade skipping or retention in elementary school, which was also surprising. Since children are taught reading, writing, and arithmetic before entering elementary school, wouldn't the curriculum be too easy and boring once they start? Conversely, doesn't the fact that they can advance no matter how much they slack off foster a lack of responsibility toward their studies?

Yet precisely because they share the same age, the bond formed among Japanese "classmates" endures throughout life, granting them various strengths like quickly connecting with strangers. It's truly remarkable.

The West tailors learning to individual "ability," while Japan divides learning by "age," not "ability." In fact, the very starting point of their educational philosophies is vastly different.