Customer Reviews

Preschool in Three Cultures: Japan, China and the United States

5 star:		(6)
4 star:		(2)
3 star:		(0)
2 star:		(0)
1 star:		(0)

 

 

Tobin et al compare preschools in Japan, the US and China in a fascinating cross-cultural study. What makes this study so compelling is that you hear not only the authors' interpretations of what they see, but also the opinions of the teachers, administrators and the parents OF ALL THREE CULTURES. By having parents, teachers and administrators watch video tapes of the preschools in the non-native country, you get an eye-opening assesment of what each preschool is trying to do in its culture and how it compares with what other preschools accomplish. I have my daughter enrolled in a Japanese preschool, and the opnions and analysis on what Japanese preschools are like is dead-on, as is the analysis of the American preschool.

The real eye-opener for those readers not familiar with preschools in Japan is how chaotic, loosely-structured, and easy-going they are. The 30-1 child-teacher ratio makes chaos inevitable, but it forces the kids to learn how to deal with each other, rather than an authority figure. Contrasted to the American pre-school style, where the teacher runs the show, enforces the rules and molds the kids to act in a manner that the teacher/school has decided is appropriate, Japanese kids actually get more practice resolving conflicts and taking responsibility for problem-solving.

This is actually one study that is fun to read, too! Highly recommended.

I'm a father of a 1-year old. I ordered this book as preparation for the headache of nursery-kindergarten-school-selection process. I'm happy to find this book to provide detailed case studies of 3 schools in 3 different countries, while outlining the factors, environment, and other relevant considerations. Although the authors already pointed out that this is not comprehensive (and not intended to be), the book itself provides the context and opinions for those settings. These are what I looked for. The book helps me understand the cultural, the underlying context of each country, and how these influence the children and thus the society, e.g. why Japanese are what they are, and so on. Although it's quite dated, but I don't think society and particularly education change that quickly. In addition, previously a qualitative researcher myself, I'm quite satisfied with the methodology and the way this book is written in that sense. Buy one if you want to know how early education can influence the nation, the way it always does.

interesting for an academic book, easy to read, and straight-forward. also, liked how they kept opinions open instead of trying to only make one point about certain cultures/ideas

Tobin, Wu and Davidson's study of preschools in three cultures (Japan, China, US)is a must read for early childhood educators. I wish I could have seen the videos the authors took of the children in action--that would have allowed the reader to better evaluate the analysis. Despite the lack of access to the videos, the book still sheds light on not only how culture bound our views on children are, moreover, how entrenched these ideas are and, therefore, how difficult to change. The Japanese practices balance individual needs with group needs with an emphasis on empathy among the students and the collective good; therefore, I felt it would have been better placed AFTER the other two discussions. The Chinese example is at times overly critical, as in the example of the children having to give full attention to their meal when eating--such mindfulness comes off in the book as a burden, as if endless and senseless chatter during a meal was a value to pursue. In short, the book offers a lot of food for thought about how and why we treat children as we do--but like everything, it should be read with a disposition to understand other way of doing and an opportunity to learn from others.

Preschool in Three Cultures: Japan, China and the United States is most useful in my business and its growth. I hope to visit those 2 countries soon.

The book summarizes observations made in 1985 preschools in China, Japan, and the U.S. Per the authors, about 95% of 4-year-olds in Tokyo, 80% in Beijing, and 65% in N.Y. are enrolled in nursery schools, day-care centers, or group-care houses. In China these facilities are also expected to provide an antidote to the spoiling associated with single-child families, in Japan to provide children an opportunity to function in a large group, and in the U.S. to supply the needs of single-parent families.

Japanese preschool teachers are required to play the piano (music signals various activities, and group singing is used). Counting (number of children in the class - average # = 30), learning the day of the year, and workbook exercises (eg. counting the # of pigs riding bicycles in a picture) are also involved. Children laugh, talk, and even scuffle amongst themselves throughout the day, and chasing and mock fighting are also regularly sponsored activities. Children clean up after themselves; teachers avoid confrontations with the children (no 'time-outs'), and are reluctant to explain behaviors in terms of differing abilities. Talk of inborn differences is generally limited to praising those with limitations (eg. shorter legs, in a race) making extra effort. Empathy and gentleness are also taught. Many/most learn to read at home - belief is that no special training is needed for parents to do so. Preschool reinforces through helping children read each others' names on the board and on their name tags. Teachers are not seen as surrogate parents. Pay is average, schools are open six days/week.

About 5% of Chinese preschool children are boarders, going home only on Wednesday evening and on weekends. Schools unheated. Activities include building structures with blocks, per photos - the children are told to keep quiet while doing this. Toilet together - separate ditches for boys and girls. Given addition and subtraction lessons. They eat in silence, and are urged not to waste any food. Comparisons are used to commend and correct. Parents are usually glad to have the teachers play the role of 'heavy.' Children chosen to perform are also taught that the point is to do a service for their school, not to bring attention to themselves. National standards and curriculum exist both in China and Japan. Teachers have two years of training beyond high school in urban areas, less in rural. Average 22.7 pupils in urban classes, 35.2 in rural. The Cultural Revolution's anti-intellectualism limited the supply to trained teachers. Academics and perseverance are stressed.

U.S. preschools have a much greater array of toys, utilize 'time-outs,' and are concerned over abductions (non-existent issue in China and Japan).

Tobin's book has been around for a number of years now. Nevertheless, it continues to set the standard in the creation of video ethnography. Graduate students across the nation use this book for its brilliant methodology and for his insightful readings of culture.

The book is amazing. They go to three preschools, one in China, one in Japan, and one in the USA, and compare them by class size, structure, methods, materials and even philosophy! From my point of view it really is amazing to see how the kids are taught and to compare them to the full grown adults. For example, the Japanese kids have to deal with problems on their own. Not just because there are 30 students for each teacher but because the teachers want them to deal with conflict within the group WITHOUT running to authority every time there is a problem. Now think about the fact that there are less lawyers in Japan than in the USA and many Japanese prefer to handle things outside of the court system. On the other hand, we love lawyers and judges, just look at our television shows - how many deal with Law & Order? Remember the People's Court? Judge Judy? How many people always turn to the government to solve problems? Remember New Orleans? How many people just stayed in hotels, waiting for the Feds to save them? Is that because students in our schools always go to the teacher whenever something happens?
Best part about it is there was a follow up book, Preschool in Three Cultures Revisited, that is now available on Amazon.com and deals with the three schools from the first book and three NEW ones. Of course, read this one first. If you are interested in teaching, Asian culture or just human development, this is the book for you.