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Japanese Preschool Educators' Cultural Practices and Beliefs About the Pedagogy of Social-Emotional Development

Abstract This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. Japanese te... (more)
Created Date 2011
Contributor Hayashi, Akiko (Author) / Tobin, Joseph (Advisor) / Eisenberg, Nancy (Committee member) / Nakagawa, Kathryn (Committee member) / Fischman, Gustavo (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Subject Early childhood education / Cultural anthropology / Pedagogy / Cultural practices and beliefs / Japan / Pedagogy / Preschool teachers / Social-emotional development
Type Doctoral Dissertation
Extent 227 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Curriculum and Instruction 2011
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis