In Kunisaki, a land of Shinto-Buddhist syncretism and rich nature, we will create a play park (adventure playground) with children, creating a place for interaction with local people and children. While creating and playing in the playground, children's development (proprioception, parallel sense, and kinesthetic sense) is also promoted. Furthermore, through interactions with local people, children will develop social skills by interacting with many people.

○ Support to interact with children as they are (cognition and behavior)

The adults who provide support (support staff and parents) spend plenty of time with the children as they develop themselves, and they identify and nurture the seeds of motivation that children do not express in words. By watching over and helping the children, adults can learn from the children as they are and try to regain their own "unfounded confidence."

This means that children are able to express their true selves through safe interactions with adults.

○ Growing up on locally produced food from Kunisaki (health and lifestyle)

We cook our own meals using ingredients from the Valley of the Wind (a farm grown using biodynamic farming methods).
They go to the farm, participate in farm work, and through the experience of eating the crops they have grown themselves, they learn the importance of life and develop a sense of gratitude for receiving life and for the local earth.

○Art activities promote children's development (motor and sensory) (cognitive and behavioral)

In Steiner education, disabilities are seen as one-sided exaggerations of certain tendencies that exist in all people. It is believed that artistic activities can reduce these biases. We respect the children's wishes and expose them to artistic activities such as singing, handicrafts, and watercolor painting.

○ Monitoring the physical development of each child and providing individual support to promote development (motor and sensory) (cognitive and behavioral)

In Steiner education, children with disabilities are mocked by saying, "Even if you are a great artist, if you play on a broken instrument, your performance will be poor." We aim to see the excellent qualities in all people, and to take care of the body, which is mocked as a broken instrument, so that they can demonstrate their quality.
Observe the physical development of children, integrate atomic reflexes that are developmental gaps, and work on the body.

We provide individual support using extra lessons, which are therapeutic education, and RDI (Relationship Development Instruction), which promotes children's social development.