Who Should Be Minding Our Children? A Cross-Cultural Study of American and Japanese Pre-Service Teachers' Perceptions of Childcare for Children under Age Three

Autor/inn/en	Izumi-Taylor, Satomi; Ito, Yoko; Saito, Masako; Kaneda, Toshiko
Titel	Who Should Be Minding Our Children? A Cross-Cultural Study of American and Japanese Pre-Service Teachers' Perceptions of Childcare for Children under Age Three
Quelle	In: Research in Comparative and International Education, 4 (2009) 4, S.393-405 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2009.4.4.393
Schlagwörter	Preservice Teachers; Mothers; Early Childhood Education; Parent Child Relationship; Factor Analysis; Cross Cultural Studies; Student Teacher Attitudes; Females; Interpersonal Communication; Attachment Behavior; Childhood Needs; Child Rearing; Child Care; Interpersonal Relationship; Child Development; Japan; United States + Suchen Sie Ihr Suchwort? Mother; Mutter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Faktorenanalyse; Cultural comparison; Kulturvergleich; Weibliches Geschlecht; Interpersonale Kommunikation; Attachment; Bindungsverhalten; Childhood; needs; Kindheit; Bedürfnis; Kindererziehung; Kinderfürsorge; Kinderbetreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kindesentwicklung; USA
Abstract	The purpose of this study was to examine American and Japanese pre-service teachers' understanding of the notion of whether or not children under age three should be cared for by their mothers at home. The participants were 87 female Japanese and 64 female American college students majoring in Early Childhood Education. The participants responded to the instrument assessing their concepts of who should care for children under age three. Factor analysis yielded six factors for the Japanese sample (communication; a mother as a primary attachment figure; blood relations; multiple attachment figures; the quality of attachment; and needs of the child), while five factors emerged from the American sample (a mother as a primary attachment figure; the quality of attachment; multiple attachment figures; constant care; and secondary attachment). The implications for early childhood teacher education are presented. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10