Preschool in Three Cultures Paper

This short film clearly demonstrated how culture influences a person since childhood, the easy a child can acclimate to their circumstance; babies cannot distinguish from been poor or wealthy. I was able to observe their smile of the babies from Nambia while they were playing with the rocks sitting in the floor playing with dirt and the babies from Magnolia where playing with animals, compare with the babies in USA and Japon, where their parents provides their babies with expensive clothing, strollers and are playing in playgrounds and sitting in clean floors inside their houses.

The same can be applied to trying to encourage physical milestones with yoga classes or simply letting the child crawl freely. The encouragement was delivered in different ways, the more elaborate methods of encouraging growth was displayed by the parents in developed countries, yet the overall intention was the same for all parents. Another similarity that was evident in all four families was the owning of pets that ensued curiosity in all of the children. The regular interactions with animals like normal household cats and dogs or more irregular animals like goats all had interesting moments with the children.

In the book Preschool in Three Cultures Revisited, the authors, Joseph Tobin, Yeh Hsueh, and Mayumi Karasawa, look into preschools in three cultures: China, Japan, and the United States. Prior to writing this books, the authors did research on one preschool in each of the countries to see what the learning styles were and how they compared to one another. Then they went back some twenty years later to see if there were any changes in the preschools. The changes, or lack thereof, brought about the book Preschool in Three Cultures Revisited.

The purpose of this paper is to express the different ways culture affects child-rearing practices. Culture and child rearing are both essential in child development. Culture and ethnicity can have a deciding effect on the child-rearing techniques that families implement throughout the world. Differences such as methods of discipline, expectations regarding acceptance of responsibilities and transmission of religious instruction will vary among families. The paper includes interviews from three families from different backgrounds about child-rearing practices.

Moreover, teaching multicultural diversity in preschool ages increase children’s awareness, appreciation and inclusion of diverse beliefs and cultures. It means that children with different needs are giving opportunities to participate in the general education curriculum based on their ages and grades. Those children are not separated by classrooms, but rather the curriculum and the rooms are conformed to meet their needs. Research shows that children are capable of understanding differences and abilities of surrounding people at the very early ages (Perlman, Kankesan, & Zhang, 2010). Therefore, a program, which fully regards to multiculturalism, allows children to explore varying cultures and create opportunities for them to recognise that even when people have various customs and traditions, they often share some similar characteristics as well. The ability to function compatibly and efficiently in a multicultural society is also promoted throughout a multicultural program. It is obvious that children are able

“You’ve got the best of both worlds, mix it all together and you know that it’s the best of both, you know the best of both worlds.” (Nevil et.al, 2006). According to Hannah Montana you can have the best of both worlds. Kinderculture affects children from the very beginning of their lives, but how deeply do the messages from the Disneyfication of Kinderculture impact children’s lives? In the Kinderculture article by Henry A. Giroux and Grace Pollock they ask the question, “Is Disney good for your kids? How corporate media shape youth identity in the Digital Age.”

Therefore, these values were passed along to children in their preschools. Examples of these values being passed along were the group exercise session and the completion of a craft tied to traditions of the region. I did find it interesting that China’s recent push to become a more western society was reflected in the school day, this was seen most clearly in the bathroom scene (and more specifically the comparison made to the original studies’ bathroom scene). Overall, preschool in China served to teach children that although they are each individuals, they need to work together in order to help the group as a

Social and cultural perspectives recognise family, community and culture to play a central role in children’s development and learning and emphasize the importance of establishing respectful relationships within early childhood (Department of Education, Employment and Workplace Relations, 2009). The essence of this perspective is that children’s learning and development is influenced by and occurs in social and cultural contexts (Arthur, Beecher, Death, Dockett & Farmer, 2012). In contrast to developmental paradigms, socio-cultural perspectives informed originally through Vygotsky’s Social Constructivist theory, recognise stages of children’s development to be embedded in social practices, equally as much as they are embedded in processes

Constructivism is an early 20th-century movement in Russia. Movements in objects are combined into basic forms. It has influenced many pieces of modern architecture and design.

This shows how the people communicate with others through their culture or beliefs that they were taught by their parents or the environment surrounding them. This essay focus on the How does U.S. American, and Chinese teaching methods and educational practices compare and contrast? Child rearing practices determine their knowledge of their experience in education practice in either Chinese or U.S. American.

The life course approach analyzes the life of an individual within a social and cultural context (Maggi 2010). It is important to understand these structures as they aid in determining what makes wealthy societies healthier than others. Early child development determines future health outcomes through latent, pathway and cumulative effects. Factors such as family, education, socio-economic status and exposure to disease influence a child’s development. This paper represents a critical analysis of the implications of this approach associated with early childhood development. I will first give you my view on this social phenomenon following the social gradient and how it is manifested in this life stage. I will then discuss the implication that could help improve health in early childhood.

People have different ways to raise children, and there is clearly a difference between the Western and Chinese mothers. It’s clearly that it’s because of their cultures, that they have dissimilar ways to raise children. One of the discussable topics of how to raise children is to see the differences between the Chinese and Western way, which Amy Chua writes about in an article in The Wall Street Journal.

Constructivism is learning through experiences in our environment. Using this method we are essentially teaching ourselves through occurrences in our environment. This method of learning is demonstrated In a early childhood classroom by teachers providing guided opportunities that allow for children to explore their environment in various ways. At the end of these activities the teacher typically initiates a class discussion on the information learning through an activity. An example of an activity you may see in a classroom could be a scavenger hunt where the students find an object to match every color; this could take place inside or

Culture is a set of values that are ingrained in human beings from birth. They define our actions, our view of what is good, fair, and just, and shape the way we live our lives. The definition of cross-cultural values and beliefs is that of where people from different countries or regions interact, bringing their different values, viewpoints, and practices unique to their culture (Dictionary, 2017). In this literature review, we will analyze the differences between Chinese and Western culture in child rearing, with a focus on the impact of cultural values on parents and/or teachers’ socialization efforts, how children accommodate or resist those socialization efforts, and finally, we will discuss the implications for parents and teachers.

Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.