Japanese Kindergarten Teachers' Belief on Intellectual and Social Development

Abstract

Early childhood education in Japan has traditionally been described by researchers from abroad in dichotomous terms, for example, “individualism vs. collectivism,” “formal and intellectual learning vs. affective learning.” “independence vs. interdependence.” This study illustrates the facilitation of intellectual and social development by Japanese kindergarten teachers not as two opposing ideas, instead, it shows intellectual and social development as complementing each other as children develop intelligence and independence.Building on Tobin’s methodology and video recording of kindergartens, a new approach portrays teachers’ personal philosophies on early childhood education and instruction. Although the methodology can and will be improved, its basic validity has been affirmed.