Preschool in three cultures: Japan, China, and the United by Dana H. Davidson, David Y.H. Wu, Joseph T. Tobin, David

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 faculties either replicate and have an effect on philosophies of child-rearing and early formative years schooling and bigger social styles and ideology in each one society.

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Sample text

Our respondents offered various explanations of Hiroki's problem. Many of the Chinese respondents called him spoiled. " Higashino-sensei responded: I suppose you could say in a sense that Hiroki is spoiled, but we believe that his problem is really just the opposite. To me spoiling implies getting too much care and attention, and Hiroki's problem is that he hasn't really received enough of the right kind of care and attention and doesn't know how to receive care and attention. Hiroki, you know, is a boy without a mother.

H. , 1949 .  Title. 21'0951dc19 CIP The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. 10 Page v Contents Preface vii Chapter One Introduction 2 Chapter Two Komatsudani: A Japanese Preschool 12 Chapter Three Dong-feng: A Chinese Preschool 72 Chapter Four St. Timothy's: An American Preschool 126 Chapter Five A Comparative Perspective 188 References 223 Index 233 Page vii Preface The approach we take to studying preschools in this book reflects our diverse backgrounds and interests.

Fukui: Because he's so proud. He won't ever change his behavior if someone orders him to. He'll always do the opposite in the short run. But in the long run, his classmates' disapproval has a great effect on him. We saw an example of the effect of social opprobrium on Hiroki when we visited Komatsudani nine months after making the original videotape.

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