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

Izumi-Taylor, Satomi; Ito, Yoko; Krisell, Meredith

doi:10.1177/1745499916663379

Cited by 7 publications

(9 citation statements)

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“…Again, Japanese children's preference for outdoor play environments was evident. This Japanese preference was further supported by a study (Izumi-Taylor, Ito, & Krisell, 2016) that Japanese children took more outdoor play photos than their American counterparts.…”

Section: Japanese and Korean Kindergartners' Views Of Playmentioning

confidence: 68%

“…Finding out a children's views of play as they actively participate in it would provide important sources for educators and others involved in children's lives (Ramazan, Ozdemir, & Beceren, 2012). There exists limited and outdated research on children's perceptions of play in different cultures (Izumi-Taylor, Ito, & Krisell, 2016). For these reasons, this study was conducted to address such limitations, guided by these research questions: 1.…”

Section: The Purpose Of the Studymentioning

confidence: 99%

“…Similarly, a study of American and Japanese children's perceptions of play (Izumi-Taylor, Ito, & Krisell, 2016) revealed that more Japanese children related their views of play to natural outdoor settings than their American counterparts. These Japanese children's views of play might be partially influenced by their culture as the Japanese teachers in this study provided natural environments where children can appreciate flowers, trees, chickens, and frosty playgrounds.…”

Section: Japanese and Korean Kindergartners' Views Of Playmentioning

confidence: 99%

“…Although adults are familiar with their own play perspectives, we know little of children's (Izumi-Taylor, Ito, & Krisell, 2016). What constitutes play for adults might not be the same for children.…”

Section: Introductionmentioning

confidence: 99%

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The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.Keywords: Aggressive Behavior, Bullying, Personality Traits, Self-esteem and Values Psychology, Vol. 6 No. 1 February 2017 pp. 1-24 IJEP -International Journal of Educational ResumenLa investigación sobre violencia escolar y bullying ha resultado ser una línea de de trabajo científico que ha contribuido de forma importante a los estudios sobre agresividad humana, especialmente en los años de la niñez y la adolescencia. El trabajo que este artículo presenta revela que la conducta agresiva en sus dos patrones básicos: conducta agresiva proactiva y conducta agresiva reactiva tienen presencia en el fenómeno bullying, así como otros aspectos de la psicología de los implicados (por ej. Aspectos básicos de personalidad, la autoestima, y los valores. Este estudio relaciona ambos patrones (reactivo y proactivo) con la implicación o no implicación en acoso escolar. Los resultados manifiestan que aspectos básicos de la personalidad, como el neuroticismo, inciden en la implicación en bullying tanto de forma proactiva como de forma reactiva, al igual que la autoestima y los valores sociomorales en sus dimensiones social e individual. Los resultados obtenidos en este trabajo confirman que las variables relativas a valores personales y sociales están relacionadas con la agresión reactiva y proactiva en bullying, tanto para la implicación como para la no implicación en el mismo, aunque se destacan como los agresores muestran una mayor presencia del patrón agresivo pro-activo y las víctimas, con una mayor presencia del patrón reactivo.Palabras clave: Agresividad, acoso, rasgos de la personalidad, autoestima y valores. Psychology, 6(1) 1 nterpersonal violence. Labeling certain aggressive behaviors as "violence" is controversial within the field of scientific research. Regarded as an expression of aggressive attitudes and behaviors, violence carries social connotations that hinder the understanding o...

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Section: Japanese and Korean Kindergartners' Views Of Playmentioning

confidence: 68%

Section: The Purpose Of the Studymentioning

confidence: 99%

Section: Japanese and Korean Kindergartners' Views Of Playmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Japanese and Korean Kindergartners’ Perspectives of Play Using Photos

Izumi-Taylor¹,

Ro²,

Han³

et al. 2017

IJEP

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The purpose of the study was to examine Japanese and Korean kindergarteners' perspectives by asking them to photograph play and explain why their photos represent play (photo elicitation interviews). The participants consisted of 50 kindergarteners on Japan’s main island and 50 kindergarteners in South Korea. Japanese and Korean kindergartners were provided with digital cameras and were asked to photograph their views of play without adult accompaniment. Afterwards, the children were asked to describe why their photos represented play. “Can you tell me why this means play to you?” The data were analyzed using content and thematic analyses and the photos were reviewed along with children’s responses. The thematic analysis of results revealed that Japanese and Korean kindergartners’ perceptions were related to interactions with other children, pretend play, schoolyards, and toys or props. The findings of this study indicated the ways in which Japanese and Korean children’s play perceptions were related to cultural and social contexts. Implications for early childhood education were also discussed.

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