A View of Japanese Socialisation through a study of its Kindergarten practices

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A View of Japanese Socialisation through a study of its Kindergarten practices

A fundamental part of this study is to observe the 'yoochien', which is the literal equivalent of the western worlds 'kindergarten'. The institution's main aim is to provide a learning process that imparts Japanese social skills to children. Investigative studies of this topic disprove the strict military conventions that I had previously believed to dominate Japanese schooling. Yoochien's preoccupations are to develop;

1. The underpinning of a sound body and mind and the attitudes needed for a safe and happy life.

. Morality, a trust in and affection for other people.

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. An interest, concern and respect for the natural world.

4. An interest and enjoyment of learning language.

5. A creative, emotional character.

(Monbusho, 18)

I believe that, universally and across societies, parents want what is best for their children. Japanese parents especially regard kindergarten as a vital part of a child's life. The anthropologist Joy Hendry interviewed Japanese parents from Tateyama Kindergarten. Findings revealed a common aspiration among them was to provide their children with a chance to integrate into complicated Japanese social contexts;

"…preschools offer their children their best chance of learning to function in a large group and of becoming, in Japanese terms, truly human."(18)

From the age of years children join one of the main institutions of preschool education, which are hoikuen 'day care centres' and yoochien 'Kindergarten'

The concern of most Japanese parents is 'shitsuke' a practice of rearing children to conform as part of a group.

This view is reflected in kindergarten teachers who aim to motivate interpersonal relationships, whilst being wary of getting emotionally attached to children. This stems from the belief that the demonstration of an inappropriate amount of emotion encourages a lack of respect.

The enforcement of 'shudan seikatsu', coexisting, is achieved in several ways. The first is the imposition; of several routine ceremonies take place during the day, namely the start, end of the day and lunchtime. These are commonly in the form of a recital or song in unison. A Buddhist preschool called Komatsudanis' morning ceremony is in the form of a song,

"Teacher, good morning

Everyone, good morning

Let's play happily

Good morning, good morning" (1816)

Notice the plurality of let's rather that I, This type of daily structure introduces the day as fun whilst subconsciously noting that its fun that is to be had by the group as a whole.

Another method of unifying the children is to dress them alike and have the standard sets of equipment such as pens and pencils for each child. Teachers encourage youngsters to perform personal responsibilities at the same time. This ensures that no one is disadvantaged. By writing them on the board at break time such as;

'…Remember to get your equipment out, to go to the toilet and to get changed.' (Lewis, 15)

When the children arrive back into the classroom environment they are all equally prepared.

Free time also stimulates working within a group. Lewis (184) noted that play periods are sometimes arranged so that materials are in short supply. This practise is believed to promote interaction and make children learn to work together. Emphasis is placed on participating for group achievements;

"On sports day the children compete against other teams and regardless of which team wins, every child gets a prize for participating." (Lewis, 15)

Children are encouraged to play together rather than on their own and are rarely supervised. As a result of this arguments and fights occur which are left to be resolved by the peer group. For example in a Japanese preschool called, Komatsudani Tobin, Wu and Davidson viewed an incident where a child, Hiroki was misbehaving, a girl classmate, Midori told the teacher who told her to speak to Hiroki. He then stood on a child's hand, at which point Midori took the child to one side. She and a few other girls comforted him and advised him not to play with Hiroki anymore. (Tobin, Wu, Davidson, 18). In relation to this example and the theories already discussed it can be seen that the children are observed resolving a situation amongst themselves. The ability to evaluate disharmony in the group and for a child to take action to rectify a sense of togetherness and unity, demonstrates the achievements of the 'yoochien'.

Children are encouraged to Learn in relation to their society. Japanese society is divided into frames such as 'uchi' and 'soto' (inside and outside), therefore in a society renowned for it's etiquette, socialisation is a very important skill. This is especially relevant because children have to learn their place in society in relation to other people, enabling them to form interpersonal relationships, and respect for people outside their frame.

In my understanding Japanese kindergartens offer the very best education for Japanese children by nurturing within them, a sound understanding of the advantages and sanctions of group activity whilst encouraging identity and responsibility by resolving problems unaided by authoritative figures. My only concern is that in later life children could develop a sense of duty to take hazardous situations into their own hands and children with very strong individual qualities could be a target for abuse if they are seen not to conform. Please note that this sample paper on A View of Japanese Socialisation through a study of its Kindergarten practices is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A View of Japanese Socialisation through a study of its Kindergarten practices, we are here to assist you. Your persuasive essay on A View of Japanese Socialisation through a study of its Kindergarten practices will be written from scratch, so you do not have to worry about its originality.

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