Caregiver Sensitivity in Cultural Context: Japanese and U.S. Teachers' Beliefs about Anticipating and Responding to Children's Needs

Autor/inn/en	Rothbaum, Fred; Nagaoka, Rika; Ponte, Iris C.
Titel	Caregiver Sensitivity in Cultural Context: Japanese and U.S. Teachers' Beliefs about Anticipating and Responding to Children's Needs
Quelle	In: Journal of Research in Childhood Education, 21 (2006) 1, S.23 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Foreign Countries; Preschool Teachers; Cues; Preschool Children; Interviews; Teacher Response; Teacher Student Relationship; Socialization; Self Control; Nonverbal Communication; Cultural Influences; Personality Traits; Student Needs; Cultural Differences; Comparative Analysis; Teacher Role; Student Role; Japan; United States + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Stichwort; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interviewing; Interviewtechnik; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Socialisation; Sozialisation; Selbstbeherrschung; Non-verbal communication; Nonverbale Kommunikation; Cultural influence; Kultureinfluss; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kultureller Unterschied; Lehrerrolle; USA
Abstract	Western investigators assume that caregiver sensitivity takes similar forms and has similar outcomes in all cultures. However, cultural research suggests that sensitivity in the West has more to do with responsiveness to children's explicit expression of need, and that sensitivity in non-Western communities has more to do with anticipation of children's needs and receptivity to subtle and nonverbal cues. To date, no studies have directly assessed these differences. The present study examines interviews of 20 preschool teachers, 9 from the United States and 11 from Japan. Teachers were presented with scenarios and asked whether it is better to anticipate or respond to children's needs. Findings support the hypothesis that U.S. teachers prefer to respond to explicit expressions of need and that Japanese teachers prefer to anticipate children's needs. U.S. teachers also emphasize that children should learn to depend on themselves, that children are responsible for clarifying their own needs, and that children's self-expression should be encouraged. By contrast, Japanese teachers emphasize that children should learn to depend on their teachers, that teachers are responsible for clarifying children's needs, and that teachers must make assumptions about children's needs. These findings have implications for helping Japanese children and their parents adapt to the U.S. preschool setting. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10