How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?

Autor/inn/en	Izumi-Taylor, Satomi; Lee, Yu-Yuan; Franceschini, Louis
Titel	How Are Notions of Childcare Similar or Different among American, Chinese, Japanese and Swedish Teachers?
Quelle	In: Research in Comparative and International Education, 6 (2011) 2, S.183-201 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2011.6.2.183
Schlagwörter	Comparative Analysis; Mothers; Early Childhood Education; Preschool Teachers; Teacher Attitudes; Cross Cultural Studies; Children; Statistical Analysis; Sex Fairness; Attachment Behavior; Parent Child Relationship; Child Care; China; Japan; Sweden; United States + Suchen Sie Ihr Suchwort? Mother; Mutter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Cultural comparison; Kulturvergleich; Child; Kind; Kinder; Statistische Analyse; Sexualaufklärung; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kinderfürsorge; Kinderbetreuung; Schweden; USA
Abstract	The purpose of this study was to examine similarities and differences in the perceptions of childcare among American, Chinese, Japanese and Swedish early childhood teachers. Participants consisted of 78 American teachers, 156 Chinese teachers, 158 Japanese teachers, and 157 Swedish teachers. The results of quantitative analysis revealed that these teachers had perceptions about childcare that were both similar and different. Both Chinese and Swedish teachers focused on the importance of gender equality in relation to childcare more than Japanese and American teachers did. Although American, Chinese and Swedish teachers viewed children developing attachments with their mothers in a positive light regardless of whether they are blood related, Japanese teachers considered that children's attachments should be only with their biological mothers because they value blood relations between the child and the mother. Both American and Japanese teachers shared similar notions about group care, indicating positive perceptions about such care, but their notions were not as strong as those of their Chinese and Swedish counterparts. The implications for early childhood education are presented. (Contains 1 note and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10