日本小学的主要价值观是共情(omoiyari)、相互理解、善良(yasashisa)和情感敏感度。从他们身上了解他人的感受是非常重要的(Tsuneyoshi, 2013)。其他的一些值,描述了日本文化的习语(kyōryoku)合作,自愿(jihatsuteki),基本上是基于移情,自治(有望)和谐(wa),责任(sekinin)和群体团结——一种归属感类,gakkyūōkoku(教室王国)。价值观还强调群体责任和相互依存(Tsuneyoshi, 2013)。作为孩子和他人的内在自我，自我反思对他们来说也很重要。他们也强调尽力而为(ganbaru) (Tsuneyoshi, 2013)。
The public school education in Japan is regulated by Ministry of Education, Culture, Sports, Science and Technology (Monkashō). Monkashō makes all the decision in selecting the text books, management of class and method of teaching. The teachers have to follow the Course of Study which has been created by Monkashō.
The major values that are used in the Japanese elementary schools are empathy (omoiyari), mutual understanding, kindness (yasashisa), and emotional sensitivity. It is very important from them to understand the feelings of others (Tsuneyoshi, 2013). Some of the other values that describes the Japanese cultural idioms are cooperation (kyōryoku), Voluntary (jihatsuteki), which is basically based on empathy, Autonomy (jichi), Harmony (wa), Responsibility (sekinin) and Group solidarity – a sense of belonging to class, gakkyū ōkoku (classroom kingdom). The values also stress upon group responsibility and mutual interdependence (Tsuneyoshi, 2013). The self reflection is also important for them as the inner self of child and that of others. They also stress on do one’s best (ganbaru) (Tsuneyoshi, 2013).
The teaching methods that are used in Japanese schools are creating small group activities, creating understanding towards common goals and roles and creating intimacy. The student monitors (nitchoku) are rotated and students are given other task oriented roles to groom them in a better way. Some of the roles include Kyūshoku- tōban (in charge of lunch) and hoken-gakari (in charge of health inspection). Each role is defined in terms of procedure, role rotation and task. All the activities are repeated and stress is given on learning proper forms (kata). Children are also encouraged to develop basic “living habits” (seikatsu shūkan). Voluntary activities are encouraged under the supervision of teachers. All the kata methods are systemized and tasks are routinized (Tsuneyoshi, 2013). Voluntary activities are encouraged by peers for whom children are encouraged to take part. Children are leaning to ‘wish’ to take part in activities.
There is a great educational importance of lunch time in schools. Lunch is considered as the educational activity in the schools of Japan. The lunch in schools is more than just food. Some of the schools even invite parents to taste their food. The students themselves have to serve the food and have to clean the place. The students are given the duties of bringing the food and distributing in the class. This helps children to participate in the school activity, cleaning classroom and through this they develop living habits (Tsuneyoshi, 2013). Through such environment, children are gaining balanced development of body and mind.
The basic assumption behind the elementary schools of Japan is that they develop ability of social equality in children. They believe in progress of every child and thus every student is assigned with a class task. Every child feels the responsibility and would try to do his task with utmost dedication. Sometimes the children also allowed participating in same task, so that they may learn interdependence. The results of such activities are seen in the efforts, environment and achieved distinctiveness (Tsuneyoshi, 2013).