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tian tians china presentation

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emma’s japan presentation

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https://link.springer.com/book/10.1007/978-3-662-44986-8

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1. Susan B. NEUMAN

School of Education, University of Michigan, Ann Arbor, USA

2. Atsushi NANAKIDA

Department of Education Early Childhood Education, Hiroshima University, Higashi-Hiroshim, Japan

Reveals the dominated theories and practices in early childhood education that each culture emphasizes

Contributes to understanding the norms and practices of teaching in the very early years in these cultures

Brings a rich dialogue and discussion of similarities and differences among cultures

Includes supplementary material: sn.pub/extras

About this book

This book, written by an international team of experienced researchers, investigates unique and dynamic approaches to key issues in policy transformation, curriculum reforms and teacher training in three cultures - China, Japan and the United States - in a globalized world. By examining their respective policy choices and evidence-based practices, the authors show how best to provide for young children based on their needs and interests, and the three countries' strategies for doing so. This book provides the latest information on the rapid developments already underway and further changes to be expected in these diverse cultures.

Editors and Affiliations

Beijing Normal University, Beijing, China

Liyan HUO

School of Education, University of Michigan, Ann Arbor, USA

Susan B. NEUMAN

Department of Education Early Childhood Education, Hiroshima University, Higashi-Hiroshim, Japan

Atsushi NANAKIDA

Bibliographic Information

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Early Childhood Education in Three Cultures

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article comparing china and japan preschools 

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article comparing china and japan preschools 

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https://www.iier.org.au/iier29/guo2.pdf

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Iceland.  Ólafsdóttir, S. M., & Einarsdóttir, J. (2017). ‘drawing and playing are not the same’: Children’s views on their activities in Icelandic preschools. Early Years, 1–13.  https://doi.org/10.1080/09575146.2017.1342224             This article discusses the Icelandic approach to play. Play is an essential component of the Icelandic preschool curriculum. They interview several Icelandic children and gather their opinions surrounding play. Play is not easily defined and the definitions of play are very subjective depending on where a child grows up and how their parents and educators. View play. For example Wu (2015) discusses how Chinese children view activities such as singing and stringing beads, where as many German children have a narrower view of play, believing that it is limited to unstructured free play. After some hours of playing, the children were asked some open-ended questions about play, such as ‘What were you doing there?’ and ‘How do you play?’. These conversations lasted anywhere from 10 minutes up to 35 minutes. They found that the children viewed play as something that needed preparation, with one child stating that ‘The play has not started yet’ when waiting for an activity to be set up. Although the children would explore materials such as building blocks, they did not consider that itself play, only when they would add another aspect, such as pretending that they were using the blocks because they were construction workers. They also made a distinction between drawing and play. The children could not come up with a solid definition for play, but their opinion seemed to be that it included socio-dramatic play and decision making.

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Iceland.  Ólafsdóttir, S. M., & Einarsdóttir, J. (2017). ‘drawing and playing are not the same’: Children’s views on their activities in Icelandic preschools. Early Years, 1–13.  https://doi.org/10.1080/09575146.2017.1342224             This article discusses the Icelandic approach to play. Play is an essential component of the Icelandic preschool curriculum. They interview several Icelandic children and gather their opinions surrounding play. Play is not easily defined and the definitions of play are very subjective depending on where a child grows up and how their parents and educators. View play. For example Wu (2015) discusses how Chinese children view activities such as singing and stringing beads, where as many German children have a narrower view of play, believing that it is limited to unstructured free play. After some hours of playing, the children were asked some open-ended questions about play, such as ‘What were you doing there?’ and ‘How do you play?’. These conversations lasted anywhere from 10 minutes up to 35 minutes. They found that the children viewed play as something that needed preparation, with one child stating that ‘The play has not started yet’ when waiting for an activity to be set up. Although the children would explore materials such as building blocks, they did not consider that itself play, only when they would add another aspect, such as pretending that they were using the blocks because they were construction workers. They also made a distinction between drawing and play. The children could not come up with a solid definition for play, but their opinion seemed to be that it included socio-dramatic play and decision making.

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Meeting on 15/03/2023
Share the PowerPoint
Meeting on 05/04/2023
A meeting over midterm to discuss the division of work and schedule.
Meeting on 19/04/2023
A meeting discuss essay progress and the raise some questions, such as Japan and China seem similar,  but we think think Japan are more focus on play based and child centered.  China are more developing the literacy and numeracy skills, is depends on the stressful from society, like most chinese parents wanttheir children learn as much as they can tonface the stress from society in the future.
Meeting on 20/04/2023
Discuss the any question we had during the essay, and solve it together.

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Iceland Annotated Bibliography Aoife O’kane

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Iceland Annotated Bibliography Aoife O’kane

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Iceland

Sigurdardottir, I., & Einarsdottir, J. (2016). An action research study in an Icelandic preschool: Developing consensus about values and values education. International Journal of Early Childhood, 48(2), 161–177. https://doi.org/10.1007/s13158-016-0161-5

This article focuses on the values-based approach that Iceland has to ECE and discusses how Icelandic preschool curriculum focuses on values such as compassion and morality, rather than school-readiness. It highlights their focus on democracy and participation, and the importance of giving children opportunity to have their opinions be heard and how values based education increases child participation. They interview several teachers and find that there seem to be 3 particular values that are central to this philosophy; care, respect and discipline. These values have a lot of overlap, and some common themes include being considerate of others, respecting boundaries, listening and being helpful. They also stress the importance of the role of the teacher in modelling behaviour.

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Through research on China's early education policy, we can understand how does government support the local preschool and early education,  is that  improved the learning and living environment of young children. Understand the local educational environment, teaching style and quality of education, school readiness and pay. What affects the educational environment of early education? Why people pay more attention to play? Due to the special educational environment in China, which is divided into local kindergartens and international kindergartens, why are many families more willing to choose international kindergartens? Is there a relevant policy specifically for international kindergartens? Study and understand the international early education policy with China's early education policy, and compare it.

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China Annotated Bibliography Tiantian Pan

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China Annotated Bibliography Tiantian Pan

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A review and analysis of the current policy on early childhood education in mainland China
DOI:https://doi.org/10.1080/09669760.2013.832947
This paper analyze a series of policies and measures for early childhood education in China in 2013. It mentions the process of development of ECE policy in China, from the government required that work units like companies, enterprise, institutes and government branches should set up their own kindergartens in 1990s, to transfer the schools and kindergartens sponsored by public enterprises to the local education authority, until the private preschool takes over the larger profits of the early education market. This study also mentions that with the economy development of China, the shortcoming of the system have become more apparent, most family can not afford the education fee, so that the government allocating special funding to develop kindergartens in rural areas and in central and western China. It concludes with a description of the current challenges and the suggestion to guarantee the implementation of the policies in China.

Early Childhood education policy Development in china
DOI: https://doi.org/10.1007/2288-6729-5-1-29
The rapid economic development of China in recent years has brought increasing attention to the development of early childhood education modules, but in 2009 the enrollment rate of children was also lower than in many developing countries. In addition to mentioning new national policies to boost early childhood enrollment and government support for local preschool, also presents a table showing new policies for early childhood education in China, Immediately after the conclusion of the National people’s Congress and the CPPCC annual sessions, President Hu Jintao and Premier Wen Jiabao both give important instructions, calling for the drafting of the Plan with targets for the central government to assist local governments in studying and promoting early childhood education efforts over the next three years. Mention is made of increased investment in early childhood education and the training of qualified teachers. It also talks about the challenges that will be faced in the future.

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“Framework and mechanisms of early childhood education in Japan” (2003). Early Childhood Education Handbook. Research Center for Child and Adolescent Development and Education Ochanomizu University.

This article outlines the basic of how preschool education is structured in Japan. It focuses on the core elements of early education, and the different forms it comes in. It highlights the importance of child-centred learning and how that is prioritised in their settings. It also delves into the training processes for early educators and how this improves early years education in Japan.

Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality Matters in Early Childhood Education and Care: Japan 2012. OECD. https://doi.org/10.1787/9789264176621-en
This document evaluates the status of the early childhood education system in Japan and the standards in which it must adhere to. With a focus on research done within the sector, it zeroes in on educators and the qualifications they must acquire before entering the workforce. This work also compares the country’s stature in early education to the rest of the world and considers both its strengths and weaknesses in doing so. It has a heavy focus on the workforce itself and how this affects the education young children in Japan receive.

Hayashi, A. (2011) The Japanese Hands-Off Approach to Curriculum Guidelines for Early Childhood Education as a Form of Cultural Practice. Asia-Pacific Journal Of Research In Early Childhood Education. Available at: https://doi.org/10.1037/e679492011-001

This paper discusses the main forms of early childhood education in Japan and the Ministry’s laid-back philosophy regarding the curriculum for them. It considers the cultural beliefs that impact this approach. It has a heavy focus on ‘mimamoru’ which is the idea of caring and watching- without always immediately intervening, and how this core belief is evident at each stage of authority in their childcare system. It discusses the Ministry’s influence and the loose policies that are in place and the revisions they receive every ten years. It provides key insight into the governments role in early childhood education in Japan.

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Quality Matters in Early Childhood Education and care
https ://www.oecd-ilibrary.org/education/quality-matters-in-early-childhood-education-and-care-japan-2012_9789264176621-en

Framework and mechanisms of early childhood education in Japan
https://www.ocha.ac.jp/intl/cwed_old/eccd/report/hand_E/1-1e.pdf

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In Japan’s pre-schools, children must play
https://www.todayonline.com/daily-focus/education/japans-pre-schools-children-must-play

Preschools in China,Japan and in the U.S
https://larrycuban.wordpress.com/2011/12/14/preschools-in-china-japan-and-the-u-s/

The IcelandIc naTIonal currIculum GuIde for Preschools
Ministry of Education
https://www.government.is/library/01-Ministries/Ministry-of-Education/Curriculum/adskr_leiksk_ens_2012.pdf

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Projects related to ECE have been gradually replaced, with economic as the main reason. Private institutions are gradually growing with higher returns.

The book link: https://discovery.ucl.ac.uk/id/eprint/10094639/13/Bullough_%20Early%20Childhood%20Education%20in%20People%27s%20Republic%20of%20China_VoR.pdf