By Dana H. Davidson, David Y.H. Wu, Joseph T. Tobin, David Y. Wu (With) Joseph J. Tobin
A comparability of jap, chinese language and American preschools, discussing how those colleges either mirror and impact philosophies of child-rearing and early adolescence schooling and bigger social styles and ideology in each one society.
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Extra info for Preschool in three cultures: Japan, China, and the United States
Example text
Hinekureru describes the behavior of a child or an adult who takes devious ways in his efforts to deny the wish to amaeru" (1974, p. 148). It is believed in Japan, as Doi explains, that amae, dependence, is not something an infant is born with, but something that must be learned and developed, and thus something that must be taught. Following this logic we can see that a child like Hiroki, who is diagnosed as being awkward in the ways of amae, must be given help to overcome this problem. From a Japanese perspective Hiroki's problems have both an emotional and a cognitive component, as he suffers from an inability to amaeru (to be dependent) and an inability to wakareru (to understand; White and LeVine, 1986).
We hope our work will help scholars as well as preschool teachers, administrators, and parents find something familiar and perhaps even attractive and useful in Page 11 foreign preschools. And we also hope that reading about a preschool from one's own culture alongside descriptions of parallel institutions in foreign cultures will encourage a process of cultural defamiliarization, a realization of the essential arbitrariness and culture-boundedness of taken-for-granted beliefs and practices. Page 12 Chapter Two Komatsudani: A Japanese Preschool Komatsudani Hoikuen, a Buddhist preschool located on the grounds of a three-hundred-year-old temple on a hill on the east side of Kyoto, has 120 students.
White, 1987, pp. 114115), preschool teachers see as one of their chief tasks encouraging children to see themselves as like others in fundamental ways. This includes an effort by teachers to speed up and encourage slower learners and at times to slow down more talented members of the *We should mention that since Cummings's research, like much of ours, was done in Kyoto, which tends to be more leftist than other parts of Japan, the findings of both of us tend to emphasize egalitarianism in Japanese education and to downplay competition.