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

Izumi-Taylor, Satomi; Rogers, Cosby S.

doi:10.1080/00094056.2016.1180894

Cited by 7 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Japanese educators may even deliberately prepare less than needed materials and equipment in games in order to be able to make children experience conflict, so that children can learn how to share limited game materials. [1]…”

Section: Peer Conflict In Young Childrenmentioning

confidence: 99%

“…Teachers achieve this by providing integrated instruction and appropriate experiences for children in a group-oriented environment through play. [1] Japan's National Curriculum Standards for Kindergartens also articulates the importance of group-oriented environments, indicating that such interdependent environments can support children in developing love and trust for those around them. [2] Therefore, teachers must support children to develop warm interpersonal relationships, focusing on developing children's ability to connect with others in a group that values everyone.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Characteristics and Enlightenment of Mimamoru in Japanese Early Childhood Education Strategy

2023

FER

View full text Add to dashboard Cite

In the practice of early childhood education, Japan has formed an implicit education strategy "Mimamoru", which means "teaching through observation", which is a method of no intervention or less intervention, which is mainly characterized by the distance between teachers and children, teachers' body movements, language and intervention time, representing the general strategy of early childhood education and nursing in Japan. The "Mimamoru" method respects children's position in the implementation process, pays attention to children's emotional experience and the cultivation of problem-solving ability, can effectively promote children's social development, and is worth learning and learning. At the same time, in the process of use, it is necessary to pay attention to combining it with the actual situation of the country in order to maximize its effectiveness.

show abstract

Section: Peer Conflict In Young Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Characteristics and Enlightenment of Mimamoru in Japanese Early Childhood Education Strategy

2023

FER

View full text Add to dashboard Cite

show abstract

“…Past studies have provided abundant examples of children's learning in Japan, illustrating, for examples, play, socialization, care and responsibilities, bringing to light both the historical and contemporary discourses on the topic, for example the influence of Japanese religious belief in the divine nature of children (Izumi-Taylor & Rogers, 2016), Frobel's self-activity, child-centred education from America and Europe, and the idea of creativity from Reggio Emilie (Burke, 2008). In the context of early childhood years, learning refers to kaihatsu and it consists of 'play in natural environments', 'physicality', 'experiencing social complexity' (Tobin, Hsueh, & Karasawa, 2008, p.129;p.156), 'an emotion-centred emphasis' (Nanakida, 2015, p.29), sympathetic relationships (Izumi-Taylor, 2013), everyday life experiences (Lee, Takenaka & Kanasue, 2015), 'socialization of children based on cultural values' (Izumi-Taylor & Rogers, 2016, p.212), self-regulation, self-reliance, doing tasks (Hegde, Sugita, Crane-Mitchell, & Averett, 2014), becoming 'the strong individual' (Aspinall, 2016, p.136), and developing into 'fully functioning members of their own country' (Burke, 2008, p.152).…”

Section: Introductionmentioning

confidence: 99%

Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities

Guo

Kuramochi²

2019

IJE

View full text Add to dashboard Cite

In Japan, as in many other countries, young children's learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children's future possibilities. The aim of this study is twofold: to navigate Japanese preschool children's learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children's learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari's assemblage theory, children's learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents' views at the centre of analysis of their children's learning, the study shows how they conceptualized children's experiences and their becomings as-and-in children's learning assemblages.

show abstract

“…The way in which I see a play-based approach to child socialization can be also clarified by reference to the work of Izumi-Taylor and Rogers (2016). In a discussion of how Japanese teachers delegate roles and authority to children, they described the influence of Japanese beliefs in "the divine nature of children" which view children "as possessing a natural tendency to play; thus, adults need not control this inherent tendency (p.212).…”

Section: Japanese Kindergarten Educationmentioning

confidence: 99%

“…This guiding approach rests on the belief in the importance of children's self-regulation, and in adults to transmit to children the accumulated wisdom of the Japanese culture (Izumi-Taylor & Rogers, 2016), such as making efforts because "Japanese individuals tend to believe that effort is an important explanation of outcomes" (Mizokawa, 2015, p.200). Teachers are also expected to build relationships with children which are "characterized by long-lasting emotional attachment and understanding" (Lassila and Uitto, 2016, p.214).…”

Section: Japanese Kindergarten Educationmentioning

confidence: 99%

Values, Risks, and the Shaping of Kindergarten Rules in Japan

Guo¹

2017

Pac Early Child Educ Res Assoc

View full text Add to dashboard Cite

The relationship between values, risks and rules is of the central interest in this study. Through engagement with values and risks, this paper seeks to obtain an understanding of rules in the context of Japanese kindergartens, one that is underpinned by teachers' and children's perspectives of desirable and undesirable learning behaviours and outcomes. Values education and risk society theory are employed as the theoretical basis to conceptualize the topic. The analysis from teachers' interviews, teachers' questionnaires and children's interviews shows how values, risks and rules are foregrounded in teachers' and children's perspectives, building a case for the idea that rules reinforce values and prevent risks in children's learning.

show abstract

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

Cited by 7 publications

References 6 publications

The Characteristics and Enlightenment of Mimamoru in Japanese Early Childhood Education Strategy

The Characteristics and Enlightenment of Mimamoru in Japanese Early Childhood Education Strategy

Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities

Values, Risks, and the Shaping of Kindergarten Rules in Japan

Contact Info

Product

Resources

About