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Preschool Educators' Lived Experience of Supportive Silence (A Phenomenological Study)
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Ali Jafari Rad *   , Mojtaba Tajri , Saba Hassanvandi , Fatemeh Salehi Niya , MohammadReza Fendereski |
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Abstract: (4944 Views) |
| The present study aimed to explain the lived experiences of preschool educators regarding the concept of supportive silence within the framework of the Japanese Mimamoru approach. This educational approach emphasizes mindful observation and minimal teacher intervention, considering silence not as a sign of passivity but as a form of nonverbal support and respect for the child’s developmental process. The research was conducted using two qualitative methods: a systematic review and phenomenology. Data were collected through semi-structured interviews with 15 preschool educators who had participated in a training workshop on the Mimamoru approach and had applied it in practice over the course of one academic year. The findings indicated that supportive silence, from the educators’ perspective, is a multidimensional phenomenon that includes mindful presence, careful nonjudgmental observation, nonverbal support, practicing patience and self-control, trusting the child’s developmental process, and creating conditions for self-directed learning. The functions of this approach were revealed across five dimensions—cognitive, emotional, social, moral, and educational—including strengthening analytical and critical thinking, reducing anxiety, fostering empathy, internalizing moral values, and enhancing educators’ professional reflection. However, implementing this approach was accompanied by challenges at cognitive, institutional, cultural, professional, and emotional levels, such as pressure for quick results, incomplete understanding of the philosophy of silence, lack of specialized training, and cultural attitudes based on strict discipline. In conclusion, supportive silence in the Mimamoru approach serves as a tool for fostering independence, responsibility, and self-regulation in children, as well as a foundation for educators’ inner growth and professional maturity. The results of this study can be used in revising teacher education programs and in localizing innovative approaches to early childhood education in Iran. |
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| Keywords: Supportive silence, Mimamoru approach, self-directed learning |
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Full-Text [PDF 299 kb]
(1761 Downloads)
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Article Type: Original Research |
Subject:
Health
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