Why Don't Japanese Early Childhood Educators Intervene in Children's Physical Fights? Some Characteristics of the "Mimamoru" Approach

Autor/inn/en	Nakatsubo, Fuminori; Ueda, Harutomo; Kayama, Misa
Titel	Why Don't Japanese Early Childhood Educators Intervene in Children's Physical Fights? Some Characteristics of the "Mimamoru" Approach
Quelle	In: Early Childhood Education Journal, 50 (2022) 4, S.627-637 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakatsubo, Fuminori) ORCID (Ueda, Harutomo) ORCID (Kayama, Misa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01184-3
Schlagwörter	Foreign Countries; Early Childhood Teachers; Early Childhood Education; Teacher Role; Intervention; Aggression; Child Behavior; Child Care Centers; Interpersonal Competence; Problem Solving; Cultural Influences; Japan + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Lehrerrolle; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Interpersonale Kompetenz; Problemlösen; Cultural influence; Kultureinfluss
Abstract	This study aims to examine pedagogical meanings of the "Mimamoru" approach frequently used by Japanese early childhood educators in children's physical fights. "Mimamoru" is a strategy in which educators intentionally withhold an intervention, while carefully observing children, to foster children's voluntary participation in their own learning, socially and cognitively. In this report, we examine why Japanese educators tend not to intervene, and how they determine whether their intervention is necessary. Using methods from Tobin's video cued multi-vocal ethnography, we conducted focus groups at 9 early childhood education and care facilities (7 in Japan and 2 in the U.S.) with a total of 34 Japanese and 12 U.S. educators. They watched a short video clip in which a mid-career male teacher, one of the Japanese participants, used the "Mimamoru" approach with two children involved in a physical fight. Educators, then, discussed their interpretations of the teacher's responses to children. The analyses of the participants' discussion suggest that educators' non-intervention, an important feature of the "Mimamoru" approach, provides children with opportunities to autonomously learn interpersonal skills, for example, through the experiences of feeling guilty and solving problems by themselves. Yet educators do intervene when they determine that the risk of physical harm caused by fighting is greater than the benefit for children to learn. Implications of the "Mimamoru" approach, including in other cultural contexts, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01