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This study investigates 727 parents from China, Japan, and Korea by a self-devised scale and compares the differences in their
expectation of early childhood education in cross-cultural backgrounds. The result shows that parents from the three countries
have a positive attitude toward their children's development. The main effect of nations on such factors as individual development,
close attention to diet, willpower training, moral judgment, and emotional exchange with adults is significant, while the
two-way interaction between nations and child gender, nations and child age, and the three-way interaction between nations,
child gender, and child age are not significant.
Translated from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preschool Education), 2006, (4): 60–62 相似文献
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以685名中国、日本和韩国3～6岁幼儿家长为调查对象,对幼儿的主动性进行跨文化研究.通过探索性因素分析出幼儿主动性心理发展水平的四个因子,得到的结论:三国幼儿的主动性表现在助人行为、克服困难、自我管理及合作行为等方面;国别在四个因子上的差异显著;国别与性别的交互作用不显著. 相似文献
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Manual skills slowly develop throughout infancy and have been shown to create clear views of objects that provide better support for visually sustained attention, recognition, memory, and learning. These clear views may coincide with the development of manual skills, or that social scaffolding supports clear viewing experiences like those generated by toddlers during active object exploration. This study used a head-mounted eye tracker to record 5- to 24-month-olds’ object views during repeated mother-infant play sessions (Ns = 18). Results show an early beginning of scaffolding in which parents generate views similar to those of older infants and toddlers, resulting in increased fixations to objects. The finding implicates parents as early scaffolders of object attention and learning. 相似文献
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Akane Yoshida 《今天．双语时代》2008,(2):90-96
前情提要 在小强的庆功宴上,他意外向Lily求婚,这让Lily又惊又喜,疑虑重重的同时,Lily还是很幸福地接受了小强,在婚礼上,剪不断理还乱的其他主角也一一登场了。 相似文献
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Education 2030, the new global agenda for educational development, emphasises inclusion and learning outcomes. The top-down programme-based approach, a mainstay of international aid, has up to now failed in helping developing countries to meet these objectives because it tends to overlook where the link is broken between policy implementation from the ‘top’ and results ‘on the ground’. Conversely, those on the ground tackling the learning more directly do not seem to have sufficient capacity to use their experiences to inform institutional and systemic reforms, from the bottom up, as it were. The link between policy, its implementation and the results on the ground could be established through strengthened dialogue between these two approaches. Tapping into the existing knowledge and experience on teaching and learning while at the same time addressing institutional and systemic concerns would be instrumental in facilitating interaction between these two facets of international aid. 相似文献
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Kathryn Scantlebury Dale Baker Ayumi Sugi Atsushi Yoshida Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered
stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data
on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were
collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option
“I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some
items up to 67% of the males responded that they did not understand the question. Females in science choosing this option
did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and
science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States
and in other countries. Respondents held the most favorable views of science when they were in elementary school and females
preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and
science teachers is that male non-science majors rather than female non-science majors reported poor academic performance
in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science
teacher and science subjects. 相似文献