Japanese Nursery and Kindergarten Teachers' Beliefs and Practices Regarding Developmentally Appropriate Practices

Autor/inn/en	Hegde, Archana V.; Sugita, Chisato; Crane-Mitchell, Linda; Averett, Paige
Titel	Japanese Nursery and Kindergarten Teachers' Beliefs and Practices Regarding Developmentally Appropriate Practices
Quelle	In: International Journal of Early Years Education, 22 (2014) 3, S.301-314 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.948390
Schlagwörter	Preschool Teachers; Teacher Attitudes; Developmentally Appropriate Practices; Role Models; Foreign Countries; Interviews; Social Development; Physical Development; Play; Learning Processes; Child Care; Kindergarten; Nursery Schools; Group Activities; Preschool Curriculum; Japan + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Entwicklungsbezogene Bildung; Identifikationsfigur; Ausland; Interviewing; Interviewtechnik; Soziale Entwicklung; Körperliche Entwicklung; Spiel; Learning process; Lernprozess; Kinderfürsorge; Kinderbetreuung; Nursery school; Kindertagesstätte; Kindergarten; Gruppenaktivität
Abstract	This study explored Japanese day nursery and kindergarten teachers' beliefs and practices regarding developmentally appropriate practices. Data were collected using in-depth interviews. Teacher interviews provided insights into the merger of the childcare and education systems of Japan. Six themes emerged from the analysis of the day nursery and kindergarten teachers' interviews: (1) play is learning; (2) physical and social development is of utmost importance; (3) the teacher is an observer, facilitator and role model; (4) assigning roles and tasks is common in every classroom; (5) individual and group activities are interchangeable; and (6) the processes involved in the proposed merger of two seemingly diverse curricula, "care" and "education," are less transparent to teachers. While the findings reported here offer insights for practitioners working in the field of early years care and education in Japan, they may prove of interest to academics, researchers and practitioners in other countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10