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Japanese Kindergarten Teachers' Belief on Intellectual and Social Development
Bernard Spodek,Hiroshi Ashida,Riyo Kadota,Masatoshi Suzuki,Kiyomi Akita,Yutaka Oda,Takako Noguchi 한국유아교육학회 2004 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.10 No.1
Early childhood education in Japan has traditionally been described by researchers from abroad in dichotomous terms, for example, “individualism vs. collectivism,” “formal and intellectual learning vs. affective learning.” “independence vs. interdependence.” This study illustrates the facilitation of intellectual and social development by Japanese kindergarten teachers not as two opposing ideas, instead, it shows intellectual and social development as complementing each other as children develop intelligence and independence.Building on Tobin’s methodology and video recording of kindergartens, a new approach portrays teachers’ personal philosophies on early childhood education and instruction. Although the methodology can and will be improved, its basic validity has been affirmed.
Literacy Activities in a Play Environment
Olivia N . Saracho,Bernard Spodek 한국유아교육학회 1996 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.1 No.1
The literacy activities in a kindergarten play environment were examined. Five-year-old children in three kindergarten classrooms were interviewed about their concepts about reading and their activities were videotaped during their free choice play. The interviews and videotaped observations focused on Literacy activities that promote reading and writing during the children s play. The teachers in the kindergarten classrooms provided a literate environment including writing centers, writing activities, and print labels. A qualitative analysis indicated that the children viewed reading as writing because they could read their own marks on the page. The observations showed a wide range of language or literacy components in activities, some directly taught by the teacher, others the result of careful planning and provisioning.
Teachers' Preparation and Quality of Early Childhood Programs
Olivia N. Saracho,Bernard Spodek 한국유아교육학회 2004 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.10 No.1
The educational requirements for early childhood education teachers have been a concern to those inside and outside the field. The United States has not established state or national standards or certification processes for teachers in non-public school early childhood education programs. Rather they are embedded in licensing standards for centers and contain minimum requirements for classroom teachers. This paper reviews studies regarding the relationship between the teachers’ qualifications and the quality of programs in their classrooms. It concludes that early childhood teachers with a higher educational level provide a more positive quality of early childhood education program in relation to motivating children to follow directions, using innovative and high- level activities, and providing a more sociable and cognitive environment where children develop better use of the language and perform at a higher level on cognitive tasks. It suggests that to improve the quality of programs for young children we must raise the standards and increase the qualifications of early childhood education teachers.
Preschool Children's Cognitive Play : A Factor Analysis
Olivia N . Saracho,Bernard Spodek 한국유아교육학회 1998 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.3 No.1
A factor analysis was done on the play behavior of preschool children. The subjects were 2400 three-, four-, and five-year-old children attending an early childhood program. Their play behaviors were observed, recorded, and analyzed using the Play Rating Scale. Three factors underlying the play of these children were identified. These factors had strong loadings and a range of items. The factors were (1) Discussion of Ideas in Play activity, (2) Sociodramatic Play Behaviors in Play Activities, and (3) Action Play in Physical Play Activities. These factors manifest the significance of discussing ideas, engaging in sociodramatic play, and using actions in their play activities. These outcomes suggest implications for the study of young children`s play and support the constructs in children`s play (e.g., cognitive, social, emotional development).