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The article describes how Japanese early care and education is based on cultural knowledge and on Japanese national educational guidelines and how it aligns with constructivist theory in the areas such as promotion of community spirit in the classroom, use of play in learning, development of children's autonomy, development of reflection skills, and balance of mind and body. One objective of Japan's education guidelines states that teachers need to help children to love and trust people as well as to develop independence, cooperation, and good morals. Japanese preschool teachers promote children's interpersonal relationships by providing activities, which foster children's interests and invite their contributions. The goal is to encourage their emotional involvement with peers, thus encouraging children's positive emotions of kindness, compassion, empathy, and a sense of responsibility. Children are allowed to establish rules for their group that helps them to learn to assume responsibility for their actions.

Early childhood teachers’ understandings of play were examined in a qualitative comparative study of 41 Japanese and 41 American participants. Qualitative analysis of the data yielded five themes: the power of living, the opportunity to learn and to develop, fun activities, child's work, and the opportunity to explore nature. Two themes emerged in regard to the meaning of play for adults: enjoyable and voluntary activities and child's play. Finally, we identified two themes regarding playfulness: state of heart and fun feelings. Teachers in both nations used rhetoric that is congruent with the current Zeitgeist of developmentally appropriate early education. One theme that differentiated the groups was the notion that play is children's work. While several Americans mentioned this slogan, this was not the case for the Japanese participants. In contrast, the theme of play as the power of living was more representative of Japanese teachers’ understandings of play, and this reflects the philosophy set forth by the Japanese Ministry of Education, Culture, Sports, Science, and Technology. [ABSTRACT FROM PUBLISHER]

Discusses the use of children's stories to promote peace in early childhood education classrooms. Description of the experiences of a teacher who use children's stories to create a positive classroom environment; List of children's books and resources that can be used by teachers; Approaches to reducing violent behavior.

Because toddlers and 2-year-olds learn and explore by using their senses, cooking provides a wealth of multisensory experiences. They can touch, taste, see, smell, and hear food. Cooking can boost children's self-esteem, since it provides children with firsthand experiences, involving them in the processes of planning, preparing, and cleaning. Carefully planned and developmentally appropriate cooking projects can provide young children the opportunity of experiencing the rewards of cooking, such as a sense of accomplishment, joy, and excitement. [ABSTRACT FROM AUTHOR]

Focuses on field trips in early childhood education settings. Planning for field trips; Benefits from field trips.

Toys can be used to promote children's cognitive, physical, motor, language, social, and emotional development. Safety and developmental appropriateness are of the utmost importance when selecting children's toys. Parents and teachers and other helping professionals need to teach children the safe use of toys to prevent toy-related accidents. [ABSTRACT FROM AUTHOR]