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"This book should be required reading for professionals in early
education and makes thought-provoking reading for anyone aware of
his or her own cultural blinkers."-Penelope Leach, New York Times
Book Review "[An] important study of the way preschools both
reflect and affect social change. . . . A must read for those who
take social issues seriously."-Carole C. Kemmerer, Los Angeles
Times As the numbers of mothers in the workforce grows, the role of
the extended family diminishes, and parents feel under greater
pressure to give their children an educational headstart,
industrialized societies are increasingly turning to preschools to
nurture, educate, and socialize young children. Drawing on their
backgrounds in anthropology, human development, and education,
Tobin, Wu, and Davidson present a unique comparison of the
practices and philosophies of Japanese, Chinese, and American
preschool education and discuss how changes in childcare both
reflect and affect larger social change. The method used is
innovative: the authors first videotaped a preschool in each
culture, then showed the tapes to preschool staff, parents, and
child development experts. Through their vivid descriptions of a
day in each country's preschools, photographs made from their
videotapes, and Chinese, Japanese, and American evaluations of
their own and each other's schools, we are drawn into a
multicultural discussion of such issues as freedom, conformity,
creativity, and discipline.
Kindergarten kissing games...four-year-olds playing doctor...a
teacher holding a crying child on his lap as he comforts her.
Interactions like these-spontaneous and pleasurable-are no longer
encouraged in American early childhood classrooms, and in some
cases they are forbidden. The quality of the lives of our children
and their teachers is thereby diminished, contend the contributors
to this timely book. In response to much-publicized incidents of
child abuse by caretakers, a "moral panic" has swept over early
childhood education. In this book, experienced teachers of young
children and teacher education experts issue a plea for sanity, for
restoring a sense of balance to preschool, nursery school, and
kindergarten classrooms. The contributors to this book explore how
caretakers of preschool children and other adults have overreacted
to fears about child abuse. Drawing on feminist, queer, and
poststructural theories, the authors argue for the restoration of
pleasure as a goal of early childhood education.
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