Japan through Folktales and Activities: A Unit for Kindergarten.

Autor/inn/en	Des Chenes, Kathryn; Bhavnagri, Navaz P.
Titel	Japan through Folktales and Activities: A Unit for Kindergarten.
Quelle	(1992), (200 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Childhood Interests; Childrens Literature; Cultural Awareness; Curriculum Development; Folk Culture; Food; Holidays; Housing; Japanese Culture; Kindergarten; Kindergarten Children; Learning Activities; Lesson Plans; Multicultural Education; Primary Education; Tales + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lebensmittel; Holiday; Feiertag; Ferien; Unterkunft; Lernaktivität; Lesson planning; Unterrichtsplanung; Multikulturelle Erziehung; Primarbereich; Erzählung
Abstract	This report describes an intervention to improve American kindergarten children's understanding of Japanese culture. The intervention consisted of a curriculum unit presented in a kindergarten class of 14 American and 7 Japanese children in Brookline, Massachusetts. Before and after the intervention, the American children's knowledge of Japanese culture was assessed in an interview. Children were presented with five traditional Japanese folktales in English translation. Children were also exposed to Japanese culture through nonfiction books, videos, films, and Japanese children's magazines. Children engaged in such activities as making fans and experimenting with calligraphy, and other activities that focused on housing, food, holidays, and children's activities in Japan. The curriculum was presented in 26 lessons over a 3-month period. As a result of the intervention, American children's responses that indicated a knowledge of Japanese culture rose from a total of 19 in preintervention interviews to 399 in postintervention interviews. A 28-item reference list is provided. Appendices include an annotated bibliography of folktales, nonfiction books, films, and videocassettes; detailed lesson plans for the 26 lessons in the curriculum; sample pre- and post-intervention interviews; and tables of data derived from the interviews. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC