A Comparative Study of Childcare in Japan and the USA: Who Needs to Take Care of Our Young Children?

Autor/inn/en	Izumi-Taylor, Satomi; Lee, Yu-Yuan; Franceschini, Louis, III
Titel	A Comparative Study of Childcare in Japan and the USA: Who Needs to Take Care of Our Young Children?
Quelle	In: Early Child Development and Care, 181 (2011) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Early Childhood Education; Young Children; Foreign Countries; Comparative Analysis; Cross Cultural Studies; Attitude Measures; Teacher Attitudes; Statistical Analysis; Parent Role; Cultural Differences; Child Development; Employed Parents; Child Care; Attachment Behavior; Likert Scales; Parent Child Relationship; Mothers; Group Experience; Japan; United States + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Cultural comparison; Kulturvergleich; Lehrerverhalten; Statistische Analyse; Parental role; Elternrolle; Kultureller Unterschied; Kindesentwicklung; Kinderfürsorge; Kinderbetreuung; Attachment; Bindungsverhalten; Likert-Skala; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; USA
Abstract	The purpose of this study was to examine similarities and differences in the perceptions of childcare among early childhood teachers in Japan and the USA. Participants consisted of 278 Japanese early childhood teachers (10 males and 268 females) on the Japanese mainland and 78 American early childhood teachers (5 males and 73 females) in the southeastern and northeastern states of the USA. The results of quantitative analysis revealed that there was a significant difference in these perceptions, with American teachers demonstrating a stronger belief than Japanese teachers that mothers should take care of young children. Both groups of teachers, however, had similar views that group care offers positive development to children. The implications for early childhood teacher education will be presented. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10