Study first, screens later: Japanese kids have summer projects to do
According to the report, 41% of respondents said their top concern was that 夏の間は学習習慣が乱れてしまう (natsu no aida wa gakushū shūkan ga midarete shimau, study habits are disrupted during summer).
良い習慣 (Ii shūkan, Good habits) are difficult to build, but they fade easily. Without healthy 食習慣 (shoku shūkan, eating habits) and 運動習慣 (undō shūkan, exercise habits), the risk of 生活習慣病 (seikatsu shūkan-byō, lifestyle-related diseases) increases. For Japanese parents, managing their children's 学習習慣 (gakushū shūkan, study habits) is also a worry.
Known for its tutoring schools, Gakken suggests that working on the following actions will help keep study habits on track during 夏休み (natsuyasumi, summer vacation).
学習計画のサポート (Gakushū keikaku no sapōto, Supporting the management of study plan)
読書習慣を促す仕組み (Dokusho shūkan o unagasu shikumi, Building a framework that encourages reading habits)
学習環境の整備 (Gakushū kankyō no seibi, Organizing the study environment)
The reason the list includes 読書 (dokusho, reading) is because most elementary schools ask their students to submit 読書感想文 (dokusho kansōbun, book reports) when 二学期 (nigakki, second semester) begins in September.
The survey also reported that 読書感想文 are the most challenging summer homework assignment for parents because they're expected to nudge their little ones to pick a book, read it and then write a report about it even though their children may be distracted by summer fun.
A simple question, 宿題はやったの？ (Shukudai wa yatta no?, Did you do your homework?) isn't enough in such cases. On an online forum hosted by Benesse Corporation earlier this month, one parent posted: 毎日やることを子どもに決めさせて計画表を作り、それが出来たら遊んでいい事にしました (Mainichi yaru koto o kodomo ni kimesasete keikaku-hyō o tsukuri, sore ga dekitara asonde ii koto ni shimashita, [I] let my child decide daily tasks, made a schedule and allowed playtime once the tasks were completed).
With that in mind, asking your child things like, 今日はどの宿題をやるの？ (Kyō wa dono shukudai o yaru no? Which homework are you going to do today?) and following up with それが終わったら遊んでいいよ (Sore ga owattara asonde ii yo, [You] can play after finishing it) may work well.
Grammar components based on the irregular verb する (suru, to do), such as ～したら (~shitara), ～してから (~shite kara) and ～した後で (~shita ato de), are all handy when you make a plan around 宿題 (shukudai, homework), as that word is typically paired with する, as in, 宿題をしたらおやつを食べていいよ (shukudai o shitara oyatsu o tabete ii yo, you can eat a snack after doing your homework).
The particle ～たら (~tara) is often used in a hypothetical context, such as 雨が降ったら延期しよう (ame ga futtara enki shiyō, if it rains, let's postpone [it]). It can also be conditional, or work as a proposal: 宿題をしたら出かけよう (Shukudai o shitara dekake yō, [We'll] go out if [you] do your homework), ゲームの前に本を読んだら？ (Gēmu no mae ni hon o yondara?, How about reading a book before playing a game?)
Meanwhile, ～してから and ～した後で focus more on the order of things, such as 犬の散歩をしてから出勤する (inu no sanpo o shite kara shukkin suru, [I] head to the office after walking [my] dog) or 課題をした後で友達と会う (kadai o shita ato de tomodachi to au, [I] meet my friend after doing my assignment). As for book reports, 心に残った場面をメモしてから書き始めると良いでしょう (kokoro ni nokotta bamen o memo shite kara kakihajimeru to yoi deshō, it's better to take notes on memorable scenes before writing).
When it comes to 学習環境の整備, keeping digital devices out of reach can help improve focus. The term 'screen time' is commonly written in katakana スクリーンタイム (sukurīn taimu), and many parents struggle to manage it by saying, この動画が終わったら今日はおしまい (Kono dōga ga owattara kyō wa oshimai, When this video finishes, that's it for today).
一般的に子どものスクリーンタイムは一日二時間未満にすべきとされていますが、半数以上の小学生のスクリーンタイムがそれ以上で、学年が上がるごとに増加していく傾向にあります (Ippan-teki ni kodomo no sukurīn taimu wa ichinichi ni jikan miman ni subeki to sarete-imasu ga, hansū ijō no shōgakusei no sukurīn taimu ga sore ijō de, gakunen ga agaru goto ni zōka shite-iku keikō ni arimasu, Generally, screen time for children should be kept to under two hours a day, but more than half of elementary school students exceed that amount, which tends to increase as they move up in grade).
Summer homework assignments such as 絵日記 (enikki, picture diaries) and 自由研究 (jiyū kenkyū, free research projects) have a lot of potential in terms of providing off-screen activities, and 自由研究 can provide an opportunity for parent-child bonding. That being said, my daughter's teacher advised me, 自由研究は子どもの興味を広げられる機会なので、工作や料理など自分で決めた課題に取り組んでください (Jiyū kenkyū wa kodomo no kyōmi o hiroge rareru kikai nanode, kōsaku ya ryōri nado jibun de kimeta kadai ni torikunde kudasai, The free research project is a chance for children to broaden their interests, so please let them choose and work on projects like crafts or cooking by themselves). Although it's called research, anything a child puts effort into making is usually considered 自由研究.
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Japan Times
24-07-2025
- Japan Times
Study first, screens later: Japanese kids have summer projects to do
A recent poll conducted by Gakken Educational reported that 81% of 937 parents and guardians of elementary school children had concerns about 夏休み中の過ごし方や学習の進め方 (natsuyasumi-chū no sugoshikata ya gakushū no susumekata, how to manage time and learning during the summer holidays). According to the report, 41% of respondents said their top concern was that 夏の間は学習習慣が乱れてしまう (natsu no aida wa gakushū shūkan ga midarete shimau, study habits are disrupted during summer). 良い習慣 (Ii shūkan, Good habits) are difficult to build, but they fade easily. Without healthy 食習慣 (shoku shūkan, eating habits) and 運動習慣 (undō shūkan, exercise habits), the risk of 生活習慣病 (seikatsu shūkan-byō, lifestyle-related diseases) increases. For Japanese parents, managing their children's 学習習慣 (gakushū shūkan, study habits) is also a worry. Known for its tutoring schools, Gakken suggests that working on the following actions will help keep study habits on track during 夏休み (natsuyasumi, summer vacation). 学習計画のサポート (Gakushū keikaku no sapōto, Supporting the management of study plan) 読書習慣を促す仕組み (Dokusho shūkan o unagasu shikumi, Building a framework that encourages reading habits) 学習環境の整備 (Gakushū kankyō no seibi, Organizing the study environment) The reason the list includes 読書 (dokusho, reading) is because most elementary schools ask their students to submit 読書感想文 (dokusho kansōbun, book reports) when 二学期 (nigakki, second semester) begins in September. The survey also reported that 読書感想文 are the most challenging summer homework assignment for parents because they're expected to nudge their little ones to pick a book, read it and then write a report about it even though their children may be distracted by summer fun. A simple question, 宿題はやったの？ (Shukudai wa yatta no?, Did you do your homework?) isn't enough in such cases. On an online forum hosted by Benesse Corporation earlier this month, one parent posted: 毎日やることを子どもに決めさせて計画表を作り、それが出来たら遊んでいい事にしました (Mainichi yaru koto o kodomo ni kimesasete keikaku-hyō o tsukuri, sore ga dekitara asonde ii koto ni shimashita, [I] let my child decide daily tasks, made a schedule and allowed playtime once the tasks were completed). With that in mind, asking your child things like, 今日はどの宿題をやるの？ (Kyō wa dono shukudai o yaru no? Which homework are you going to do today?) and following up with それが終わったら遊んでいいよ (Sore ga owattara asonde ii yo, [You] can play after finishing it) may work well. Grammar components based on the irregular verb する (suru, to do), such as ～したら (~shitara), ～してから (~shite kara) and ～した後で (~shita ato de), are all handy when you make a plan around 宿題 (shukudai, homework), as that word is typically paired with する, as in, 宿題をしたらおやつを食べていいよ (shukudai o shitara oyatsu o tabete ii yo, you can eat a snack after doing your homework). The particle ～たら (~tara) is often used in a hypothetical context, such as 雨が降ったら延期しよう (ame ga futtara enki shiyō, if it rains, let's postpone [it]). It can also be conditional, or work as a proposal: 宿題をしたら出かけよう (Shukudai o shitara dekake yō, [We'll] go out if [you] do your homework), ゲームの前に本を読んだら？ (Gēmu no mae ni hon o yondara?, How about reading a book before playing a game?) Meanwhile, ～してから and ～した後で focus more on the order of things, such as 犬の散歩をしてから出勤する (inu no sanpo o shite kara shukkin suru, [I] head to the office after walking [my] dog) or 課題をした後で友達と会う (kadai o shita ato de tomodachi to au, [I] meet my friend after doing my assignment). As for book reports, 心に残った場面をメモしてから書き始めると良いでしょう (kokoro ni nokotta bamen o memo shite kara kakihajimeru to yoi deshō, it's better to take notes on memorable scenes before writing). When it comes to 学習環境の整備, keeping digital devices out of reach can help improve focus. The term 'screen time' is commonly written in katakana スクリーンタイム (sukurīn taimu), and many parents struggle to manage it by saying, この動画が終わったら今日はおしまい (Kono dōga ga owattara kyō wa oshimai, When this video finishes, that's it for today). 一般的に子どものスクリーンタイムは一日二時間未満にすべきとされていますが、半数以上の小学生のスクリーンタイムがそれ以上で、学年が上がるごとに増加していく傾向にあります (Ippan-teki ni kodomo no sukurīn taimu wa ichinichi ni jikan miman ni subeki to sarete-imasu ga, hansū ijō no shōgakusei no sukurīn taimu ga sore ijō de, gakunen ga agaru goto ni zōka shite-iku keikō ni arimasu, Generally, screen time for children should be kept to under two hours a day, but more than half of elementary school students exceed that amount, which tends to increase as they move up in grade). Summer homework assignments such as 絵日記 (enikki, picture diaries) and 自由研究 (jiyū kenkyū, free research projects) have a lot of potential in terms of providing off-screen activities, and 自由研究 can provide an opportunity for parent-child bonding. That being said, my daughter's teacher advised me, 自由研究は子どもの興味を広げられる機会なので、工作や料理など自分で決めた課題に取り組んでください (Jiyū kenkyū wa kodomo no kyōmi o hiroge rareru kikai nanode, kōsaku ya ryōri nado jibun de kimeta kadai ni torikunde kudasai, The free research project is a chance for children to broaden their interests, so please let them choose and work on projects like crafts or cooking by themselves). Although it's called research, anything a child puts effort into making is usually considered 自由研究.
NHK
21-06-2025
- NHK
Wartime diaries from over 100 schools exist in Japan and Taiwan, researchers say
Japanese researchers have found that diaries of more than 100 schools written during the final year of World War Two still exist in Japan and Taiwan. The diaries, which record details about school events and the lives of students, were written by teachers. It was believed that most school diaries written in 1945 were lost in air raids or disposed of after the war. NHK has learned that a research group led by Professor Emeritus Saito Toshihiko at Gakushuin University identified diaries from at least 104 schools written during the 1945 school year. They have been kept in 30 prefectures across Japan and in Taiwan. The daily logs describe details about the impact of the war including the deaths of children in air attacks and the cancellation of events following air-raid warnings. The researchers reviewed entries written on August 15 -- the day Japan commemorates the end of the war -- and found that teachers and students at many schools had listened with tears in their eyes as Emperor Showa announced Japan's surrender over the radio. The researchers say the descriptions indicate that dedication to the emperor and the state were considered to be the top priority at schools. A diary from a former national school in Azumino City, Nagano Prefecture, said that the emperor's statement was about restoring peace. The researchers say they believe the entry expressed hope for peace. The research group says school diaries have, until now, not been made public in principle or examined in detail. Professor Emeritus Saito says the diaries are valuable primary materials which can show how people and children became caught up in the war. He says it is necessary to go through the diaries to shed light on what effects the war had.
Japan Times
06-06-2025
- Japan Times
What's in a name? With new guidelines, the Japanese government wants to know.
振り仮名 (Furigana), the small Japanese 仮名 (kana, letters) you see over kanji that help clarify 漢字の読み方 (kanji no yomikata, how to read the kanji), are currently drawing a lot of attention. As the 改正戸籍法 (kaisei koseki hō, Revised Family Register Act) came into force on May 26, the Japanese government announced that 振り仮名 written in カタカナ (katakana) should be recorded for every citizen's name in the 戸籍 (koseki, family register). One of the things this revision aims to do is limit the use of so-called キラキラネーム (kira-kira nēmu). キラキラ is an onomatopoeic term meaning 'shiny and glittery,' while ネーム (nēmu) is the katakana rendering of 'name,' which is usually written as 名前 (namae, name) in Japanese. The term キラキラネーム carries a negative connotation in Japanese by and large; they're the type of creative baby names that in English you might associate with the children of Hollywood stars. In Japanese, these names tend to go beyond the 漢字本来の読み方や意味 (kanji honrai no yomikata ya imi, original reading and/or meaning of the kanji). Additionally, there have been reports that children with キラキラネーム reported difficulties at school or in job hunting, as well as issues when trying to fill out any kind of paperwork. This has left some going as far as to say that bestowing such a name on your child might constitute a form of abuse. So, how will the government regulate these glittery names? According to guidelines that were shared, a name's 振り仮名 that meets any of the following three conditions will be turned down: 漢字の意味や読み方との関連性がない (Kanji no imi ya yomikata tono kanrensei ga nai, There is no connection between the meaning and the reading of the kanji) 漢字に関連性のない別の単語を付加している (Kanji ni kanrensei no nai betsu no tango o fuka shite-iru, It includes an additional word[s] that isn't related to the kanji) 漢字の持つ意味と反対だったり読み違いや混乱を招く、また社会通念上相当といえない (Kanji no motsu imi to hantai dattari yomichigai ya konran o maneku, mata shakai tsūnen-jō sōtō to ie nai, It contradicts the meaning of the kanji, causes misreadings or confusion, or falls outside what is generally considered socially appropriate) For instance, 太郎 is normally read as タロウ (tarō), so a parent couldn't arbitrarily say its pronunciation is ジョージ (jōji), like the English 'George,' or ジロウ (jirō), which is already a commonly used name with the kanji 次郎 (jirō). Names like 心愛, with the reading ココア (kokoa), will be accepted since it is 音読みまたは訓読みの一部を当てたもの (onyomi mata wa kunyomi no ichibu o ateta mono, a reading based on a partial 'on' [Chinese] or 'kun' [Japanese] reading). This reading style is known as 部分音訓 (bubun onkun). For those with English names, this revision isn't all bad. The government has shared a list of currently acceptable characters , and it includes 長音記号 (chō'on kigō [ー], the long vowel symbol); 促音 (sokuon [ッ], the geminate consonant [small 'tsu']); 拗音 (yō'on, diphthongs) like the small ャ (ya), ュ (yu) and ョ(yo); as well as the 'v' sound, ヴ (vu). If the kana ヴ can be applied to your name, as in ケヴィン (kevin, Kevin), you may be thinking this is your chance to finally update your spelling from the traditional ケビン (kebin). However, it's worth remembering that some banks and other companies may not have the ability to accept this infrequent letter. If you want to avoid any contradiction with other registrations, make sure to double-check — you don't want to be a ケヴィン on your tax form but a ケビン with your bank. Japanese citizens are currently awaiting a 葉書 (hagaki, postcard) in the mail that states their names with their currently registered 振り仮名 for confirmation. No action will be required as long as the 振り仮名 is correct, but if any adjustments are necessary, a change request must be filed by May 25, 2026, through マイナポータル (Maina Pōtaru, Mynaportal [portal for administrative procedures]) or at a 自治体の窓口 (jichitai no madoguchi, municipal office counter). This 戸籍 issue may not affect you directly, but the assistance of 振り仮名 — also known as 読み仮名 (yomigana, kana indicating the pronunciation of kanji) — can be of great help to Japanese learners. Even native speakers will occasionally encounter a kanji whose pronunciation is a mystery and think, 振り仮名が振ってあればいいのに (Furigana ga futte areba ii noni, [I] wish there were the kana over the kanji). In the end, this extra bit of clarification may be a welcome move for many in the country. But some learners may look at the word 振り仮名 and wonder why the verb 振る (furu, to shake) is in there. While this verb comes in handy when you actually swing or shake something — よく振ってからお飲みください (yoku futte kara o-nomi kudasai, please shake [the bottle] well before drinking) — it's also used when assigning a job or a role to someone. Maybe your boss will 仕事を部下に振る (shigoto o buka ni furu, allocate a job to a subordinate) at work, just as 振り仮名 is allocated the role of providing pronunciation guides for kanji. When assigning kana to a kanji, some people opt to use the traditional expression, ルビを振る (rubi o furu). The katakana word ルビ (rubi) is said to derive from the ruby gemstone. When letterpress printing was booming in 1870s Japan, the term suggested 5.5-point letters — the best printing size for 振り仮名. These days, the use of ルビ has been on the rise amid a growing demand for やさしい日本語 (yasashii Nihongo, easy/plain Japanese). The term uses やさしい in hiragana so that it can mean both 易しい (yasashii, easy) and 優しい (yasashii, kind). There's even a foundation called ルビ財団 (rubi zaidan). The group seeks a 'rubyful' society that contributes to multiculturalism by harnessing ルビ to foster easy understanding. Here, the suffix '-ful' rhymes with the verb 振る. If you're interested in incorporating more ルビ into your life, a book fair, ルビで広がる本の世界 (Rubi de Hirogaru Hon no Sekai, The World of Books Unlocked by Furigana), is currently being held by Maruzen Junkudo and ルビ財団. It should be a great opportunity for learners to pick up adult-level Japanese books, instead of an 絵本 (ehon, picture book) or 児童書 (jidōsho, children's book). The World of Books Unlocked by Furigana fair will be held at 90 locations of the Maruzen Junkudo group bookstores until June 19. For details, visit
