Satomi Izumi-Taylor

A comparative study of childcare in Japan and the USA: who needs to take care of our young children?

The purpose of this study was to examine similarities and differences in the perceptions of childcare among early childhood teachers in Japan and the USA. Participants consisted of 278 Japanese early childhood teachers (10 males and 268 females) on the Japanese mainland and 78 American early childhood teachers (5 males and 73 females) in the southeastern and northeastern states of the USA. The results of quantitative analysis revealed that there was a significant difference in these perceptions, with American teachers demonstrating a stronger belief than Japanese teachers that mothers should take care of young children. Both groups of teachers, however, had similar views that group care offers positive development to children. The implications for early childhood teacher education will be presented.

How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?:

The purpose of this study was to examine similarities and differences in the perceptions of childcare among American, Chinese, Japanese and Swedish early childhood teachers. Participants consisted of 78 American teachers, 156 Chinese teachers, 158 Japanese teachers, and 157 Swedish teachers. The results of quantitative analysis revealed that these teachers had perceptions about childcare that were both similar and different. Both Chinese and Swedish teachers focused on the importance of gender equality in relation to childcare more than Japanese and American teachers did. Although American, Chinese and Swedish teachers viewed children developing attachments with their mothers in a positive light regardless of whether they are blood related, Japanese teachers considered that childrens attachments should be only with their biological mothers because they value blood relations between the child and the mother. Both American and Japanese teachers shared similar notions about group care, indicating positive perceptions about such care, but their notions were not as strong as those of their Chinese and Swedish counterparts. The implications for early childhood education are presented.

Reflective Skills of Pre-service Teachers: a cross-cultural study of American and Japanese college students

The purpose of this study was to examine similarities and differences in concepts of reflection among American and Japanese pre-service teachers majoring in early childhood education. Pre-service teachers completed a survey asking them to describe approaches and processes of reflection in their daily practice. The quantitative and qualitative data analysis revealed that both American and Japanese pre-service teachers considered reflection to be related to their thinking, improvement, and morals. However, although American pre-service teachers viewed reflection to be associated with teaching skills, none of their Japanese counterparts perceived it in this way. Their cultures clearly influenced their concepts of reflection: specifically, American pre-service teachers noted that college instructors encouraged them to write down their reflections, while their Japanese counterparts indicated that reflection was supported by talking to others. Reflection was perceived to be a disposition by American pre-service teachers, whereas their Japanese counterparts viewed it as a skill that they had already learned from early childhood. Implications for teacher education are also presented.

A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time:

The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play, and reflection of one’s own practical knowledge and skills. These teachers perceived clean-up time was more than just a transitional time. The implications for early childhood education are presented.

American and Japanese kindergartners’ views of play through the use of photo elicitation interviews (PEIs)

The purpose of the study was to examine American and Japanese kindergarteners’ views of play. The participants consisted of 44 kindergarteners and their five teachers in the southeastern United States and 50 kindergarteners and their three teachers on Japan’s main island. Both groups of children were asked to photograph their views of play and to explain the reasons for their photographs. Teachers were also interviewed about their views of play. Qualitative analysis revealed that children’s views of play were associated with interactions with others, preferred environments, and favorite toys/props. Both groups of children photographed outdoors. Only Japanese children photographed toys/props without people while no American children did. Many children’s reasons for photographs were descriptive while Japanese children described physical environments, affective states, and favorite toys/props. Only Japanese children’s photographs captured toys/props and outdoor environments without people and they gave more detailed explanations for their photographs than did American children.

Chinese and Japanese perspectives of fathering

ABSTRACT The purpose of this study was to examine Chinese and Japanese fathers’ perspectives of fathering. The participants consisted of 117 Chinese and 108 Japanese fathers of five-year olds. All Chinese had only one child while more than half of Japanese had two. The participants responded to the instrument regarding awareness of the fathers’ role, involvement in childrearing, and sources of childcare knowledge. Quantitative analysis yielded the following three themes: childrearing environments, fathers’ involvement in childrearing, and the role of the father. In China, 80% of mothers were in the workforce, whereas in Japan, more than a half of the mothers did not work. Chinese grandparents as well as fathers were actively involved in childcare, while Japanese fathers’ long working hours prevented them from being as involved in childrearing. Chinese fathers perceived educating their children to be very important and Japanese fathers considered financially supporting children to be imperative.

What do children say about tidy-up time? A comparative study of American and Taiwanese children’s perceptions of tidy-up time:

The purpose of this study was to examine the similarities and differences in American and Taiwanese children’s perspectives of tidy-up time. The participants consisted of 25 American kindergarteners in the southeastern US, and 25 Taiwanese kindergarteners from central Taiwan. Children were asked to respond to five questions regarding tidy-up time. Qualitative analysis of the data yielded four themes: transitions, clean and safe environments, work, and cooperation. All participants associated tidy-up time with transitions. They considered tidy-up as the notion of maintaining clean environments, but only Taiwanese children perceived it to be keeping the classroom safe. Also, all participants viewed such time as work, and as time to cooperate with each other. More Taiwanese children’s responses indicated how they and their teachers cooperate during cleaning as compared to their American counterparts.

Japanese ECE: Four Abilities (Accessibility, Affordability, Accountability, and Sustainability) that Result in Social Justice

Japan’s aging population and low birthrate have been two main concerns of the government. In order to deal with such concerns, the government has been making efforts to maintain accessibility, affordability, and accountability of early childhood education and elderly care. Such efforts are in a constant state of flux to balance and meet societal demands and the needs of the elderly generation as well as young children and their families. To maintain 3As, the government is also addressing the importance of sustainability and social justice for all its citizens. The current Abe administration has been attempting to improve childcare by working with everyone involved in children’s lives. In this chapter, we will review the governmental reports, data, policies, and websites, dealing with how such efforts are achieved. Among all the changes in the field of ECE and care, specifically, we will focus on the creation and promotion of certified child gardens that have integrated kindergarten and nursery school education since 2006. We will describe how local and central governments and their agencies work together to better serve young children and their families.

You Are Not the Boss of Me: How Japanese Teachers Delegate Authority to Children Through Play

The word “play”—a concept universally associated with childhood—is used countless times each day by early childhood educators, parents, and children themselves around the world. However, its meaning, purpose, and relationship with child development and learning are anything but universally accepted. Many cultures view play as vital for fostering the development and future learning of children. Others, such as the Japanese, understand play more as something that should be appreciated for what it is in the present, without regard for future-oriented aims or potential impact. The role of teachers in the play process, whether as observers, facilitators, or even participants, is also the subject of much debate. In light of the growing global emphasis on child-centered education, an exploration of these diverse perspectives can help early childhood educators to reflect on their own beliefs, values, and assumptions related to this quintessential childhood pursuit.