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

Izumi-Taylor, Satomi; Lee, Yu-Yuan; Franceschini, Louis

doi:10.1080/03004430903227188

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…Also, Japanese and American teachers appear to have a comparable notion about group care, indicating positive perceptions about this issue. This observation is congruent with the results of a study (Izumi-Taylor, Lee et al, 2009) revealing that both American and Japanese early childhood teachers value group care for young children. However, their notions are not as strongly held as those of their Chinese and Swedish counterparts.…”

Section: Gender Equalitysupporting

confidence: 90%

“…It has been found that 67.8% of Japanese and 85.5% of Koreans agree with this notion, while only 31.1% of Swedish are in agreement. In contrast to this finding, another comparative study of American and Japanese caregivers' perceptions of who should care for children under the age of three (Izumi-Taylor, Lee et al, 2009) has revealed that there is a significant difference in these perceptions, with American teachers demonstrating a stronger belief than Japanese teachers that mothers should be the caregivers for young children.…”

Section: Childcare In Japanmentioning

confidence: 83%

“…Research indicates that the first three years of children's lives are very important for their later development, and that parents, family members and caregivers need to support children's development by providing high-quality care (Wittmer & Petersen, 2006). These educators also advocate the importance of warm relations forming between children and caregivers, and such relationships can occur when caregivers are highly trained and educated (Berthelsen & Brownlee, 2007;Watson & Swim, 2008;Copple & Bredekamp, 2009;Izumi-Taylor, Lee et al, 2009;Morrison, 2009;Puckett et al, 2009). To find the factors that might influence children's development and maternal employment, Fuller et al (2002) have studied how maternal employment and children's social development are related.…”

Section: Childcare In the United Statesmentioning

confidence: 99%

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

Izumi-Taylor

Lee

Franceschini

2011

Research in Comparative and International Education

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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 children's 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.The provision of affordable and accessible childcare is an important political and social issue in many nations,

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Section: Gender Equalitysupporting

confidence: 90%

Section: Childcare In Japanmentioning

confidence: 83%

Section: Childcare In the United Statesmentioning

confidence: 99%

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

Izumi-Taylor

Lee

Franceschini

2011

Research in Comparative and International Education

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“…However, other studies (Naikakufu, 2002(Naikakufu, /2007Ishii-Kuntz, 2003;Morrone & Matsuyama, 2010;Shwalb et al, 2010) indicate that generally many Japanese fathers wish to be more involved in childcare, but the societal expectations of men and the Japanese work commitment keep them from doing so. This perspective is congruent with other studies finding that Japanese teachers appear to have a transitional view of father involvement in childcare (Morrone & Matsuyama, 2010;Izumi-Taylor et al, 2011a), also recognizing that Japan as a society is in 'a state of flux' (Morrone & Matsuyama, 2010, p. 375), where fathers need to balance work and childcare without losing their role identity.…”

Section: Time Spent In Childcaresupporting

confidence: 79%

“…In the past two decades, much American research on early childcare has been conducted on 'middle class, European American families' (Johnson et al, 2003(Johnson et al, , p. 1227; therefore, studying fatherhood in different nations provides educators with more universal views. Because people's views of childcare are related to their cultures (Gonzalez-Mena, 2008;Izumi-Taylor et al, 2011a), cultural values and attitudes might influence their perceptions of fathering. Culture determines educators' values, beliefs and attitudes toward fathering, and the study of culturally diverse countries would augment and support teachers in understanding the complex and diverse ways in which fathering is viewed.…”

Section: Introductionmentioning

confidence: 99%

A Cross-Cultural Study of American, Chinese, Japanese and Swedish Early Childhood In-service and Pre-Service Teachers' Perspectives of Fathering

Ito

Izumi-Taylor

2013

Research in Comparative and International Education

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The purpose of this study was to examine similarities and differences in perspectives of fathering among American, Chinese, Japanese and Swedish in-service and pre-service early childhood teachers. The participants in the quantitative survey consisted of 67 American in-service and 277 preservice teachers, 118 Chinese in-service and 163 pre-service teachers, 325 Japanese in-service and 350 pre-service teachers, and 105 Swedish in-service and 182 pre-service teachers. Randomly selected participants from these nations also participated in focus-group interviews. The results of this study revealed that fathers' involvement was related to hours of care for both Chinese and Japanese inservice teachers as well as for all four countries' pre-service teachers. Chinese, Japanese and Swedish teachers' perceptions of fathers' involvement were associated with gender equality. The more American, Chinese and Japanese pre-service teachers valued sensitivity of care, the more they considered fathers' involvement to be important. Qualitative data analysis found that the majority of participants valued fathers' involvement and that their cultures clearly influenced their concepts of fathering.

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Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

2020

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Many smart technologies offer personalized experiences, such as the possibility for children to record their voice, add their own pictures or drawings to digital stories, customize their avatars or adjust display settings to their needs. This study examined the views of teachers and digital software designers on children's use of smart personalized technologies in Japan. Sixteen teachers and two designers from Japan took part in semi-structured interviews on the school or company premises in Tokyo and Osaka. Thematic analysis of the transcripts yielded three themes: agency, privacy and autonomy, which we consider through the lens of socio-materiality. While there were clear concerns about the protection of children's privacy with personalized technologies, children's agency and autonomy in using them was perceived both as a benefit and limitation of digital personalization features. The participants' paradoxical perceptions of the risks and benefits of personalization point to a complex socio-technological model of personalization that is embedded in children's smart technologies and influences adults' views on their use in early education. Our findings have implications for informing and theorising the design of personalization features in digital technologies.

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

Cited by 9 publications

References 14 publications

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

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

A Cross-Cultural Study of American, Chinese, Japanese and Swedish Early Childhood In-service and Pre-Service Teachers' Perspectives of Fathering

Young Children’s Use of Personalized Technologies: Insights From Teachers and Digital Software Designers in Japan

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