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The Status of Muticultural Education in Japan
Hiroshi Ashida 한국유아교육학회 1997 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.2 No.1
Japan is becoming multiethnic and multicultural at a rapid pace due to an incoming stream of foreign workers. This means that the number of children in the school system who need instruction in the Japanese language is increasing. However, the Japanese educational system is not organized so that these children can receive an education wherein they can maintain their native cultures. In addition, the Japanese people have a strong tendency to expect foreigners to assume Japanese customs, which has a great effect on the identities of the children of foreign nationals. Education in schools could play a significant role in reforming the society to change these cultural expectations and to promote multicultural equality. The Japanese school system is currently under pressure to transform itself to adapt to new social and economic realities. Multicultural education and education in human rights will be very important in these reforms of schools and school culture.
Hiroshi Ashida 한국유아교육학회 2002 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.8 No.2
There is probably no kindergarten without an athletic festival Undokai in Japan. Froebel, the father of kindergarten, wrote about Play Festivals that are quite similar to the athletic festivals of today. However, the Japanese athletic festival did not develop from Froebel‘s concept. Rather, they came out of the festival tradition in Japanese naval colleges and universities. These festivals, over time, filtered down to elementary education and then to kindergartens in Japan. Athletic festival is characterized by physical competition and group training and these characteristics philosophically are counter to the principles of kindergarten education, which focuses more on children‘s autonomy and spontaneity. The two reasons given for the common practice of the athletic festival are (1) that it encourages parents to participate and, (2) that both parents and children under-stand the entertaining value of sharing the joy of watching growing children. Although instruction on group behavior or observing rules tends to be teacher-centered, teachers today pay close attention to creating an atmosphere and exchanging ideas through discussion so that children can be actively and willingly involved. The potential problem is that the teachers‘ instructional abilities can divert their expectations away from the viewpoint of child-centeredness. Athletic festivals have become a necessity to kindergartens in Japan yet at the same time they continue to raise a potential problem for encouraging the development of individuality and the sense of individuals contributing and belonging to a group.
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.