exam Flashcards
ontogeny
the shape and study of the human development cycle
What are neoteny and paedomorphosis as characteristics of the structure of human ontogeny
Neoteny - the retention of juvenile traits in adults
Paedomorphosis - the ways the juvenile traits shape adult development stages
These concepts suggest that prolonged developmental stages might influence human socialization by fostering prolonged learning and adaptation periods in cultural settings, which are key in preschool socialization
What implications do neoteny and paedomorphosis have for better understanding processes of socialization and enculturation?
Neoteny and paedomorphosis suggest that humans have an extended phase for learning cultural norms and social behaviors, making early childhood education important for embedding societal values and behaviors
What are sociocentrism and egocentrism as analytical concepts? What types of sociocultural systems do they refer to? Are these singular concepts or variable ones?
Sociocentrism - focus on group orientation/collectivism
Egocentrism - individual/individualism
They refer to collectivist (Japan and China) vs. individualist (American) cultures and are variable based on societal context and developmental objectives
What does anthropology mean when referring to ethnopsychology?
Ethnopsychology - culturally specific ways of understanding psychological concepts (like child development) within a cultural context
Crucial to examining how different societies approach child development and education
Why do Tobin & Colleagues see preschools as paradoxically modern-conservative institutions?
Preschools are modern in adopting structured education and culturally conservative by preserving traditional values. Preschools blend innovation with cultural continuity, balancing new methods with established norms
Why do Tobin et al call their methodology video-cued multivocal diachronic ethnography? You should know what is key about each term in this overall phraseology
This methodology involves using video to capture preschool activities, encouraging multiple viewpoints (multivocality) from different cultural participants, and examining changes over time (diachronic)
Are the preschools they studied in each national context typical of preschool institutions in that country? Why or why not?
The preschools studied were somewhat representative but not universally typical because they highlighted core cultural themes rather than a statistically average sample
What types of data and analysis from this comparative study are emic and which are etic in perspective and content?
Emic data captures insider & culturally specific insights
Etic analysis offers comparative, outsider perspectives especially evaluating practices across cultures
Which national preschool pedagogy and practice changed the most between the 1980s and the early 21st century? Which changed the least?
Chines preschools changed the most while Japanese preschools changed the least
How do the authors account for these differential patterns of change versus continuity?
These patterns are often tied to cultural, economic, and policy shifts
What are the main ways that Chinese preschool practice and pedagogy changed between the two study periods?
They shifted towards increased academic focus and structured play, through communal values remained consistent
In what ways did Chinese preschools stay more or less the same?
Group-focused activities and collective learning practices stayed constant, reflecting socio-centric values & group cohesion
How do Tobin et al account for these patterns of change and continuity?
Rapid economic growth and rising academic pressures = more structured, academically focused preschool practices.
However, collectivist values, like group harmony, continue to shape daily activities, showing a balance between modern demands and traditional beliefs.
What are the new anxieties and primary concerns of Chinese parents and teachers as compared with earlier?
academic readiness and individual achievement, contrasting with
previous focus on collective harmony.
How has block play and other kinds of play such as sociodramatic and physical changed in the Chinese preschool context? What about child toilet practices in Chinese preschools? What about exercise practices?
Play: Chinese preschools have shifted to include more play-based learning, integrating block play and sociodramatic play to encourage creativity, social skills, and problem-solving, moving away from the prior academic focus.
Toilet Practices: Communal toilet practices, intended to foster collective identity and self-sufficiency, are still common, though there’s a gradual move towards more privacy.
Exercise: Physical activity remains central, with structured group exercises like calisthenics still
prominent, complemented by more unstructured play to support individual movement and expression.
How is Chinese preschool storytelling conducted and what is culturally-specific about it?
The children tell the stories and the other kids critique the stories afterwards. The American and Japanese schools commented that critiquing the kids story could be hurtful to the kid.The Chinese claim that having critiques from other children won’t be as hurtful as having the teacher critique their story.
- What are the main sources and characteristics of Chinese sociocentrism?
emphasizes harmony and collective responsibility
How have Japanese preschool pedagogy and practice changed as compared with stayed relatively constant over the course of the two study periods?
maintained a focus on social harmony and group activities, emphasizing collective rather than academic outcomes
How do Tobin et al account for this?
Japanese preschools emphasize social harmony, group play, and low academic pressure, reflecting cultural stability and a preference for continuity. Minimal changes address children’s emotional needs but do not disrupt the focus on group cohesion.
Why do Japanese preschool teachers generally tend to avoid intervening in child conflicts and disputes?
to allow children to resolve conflicts independently, fostering social maturity and problem-solving skills
- What is the Japanese perspective on teacher-student ratios and why do they think this way?
High ratios are acceptable, as Japanese pedagogy values children’s autonomy and social learning in larger groups.
What are the general characteristics of Japanese play time?
Play is loosely structured and not regulated, encouraging social interaction and group cohesion rather than individual achievement.
Why is an academic focus in terms of preschool activities not emphasized in Japanese preschool pedagogy?
Japanese preschools emphasize social skills over academics, aligning with cultural values that prioritize emotional development.
What is special about the relationship between older and younger kids at Komatsudani, which other Japanese teachers and principals admire and begun adopting?
Cross-age peer relationships are encouraged, with older children mentoring younger ones, fostering empathy and responsibility.
Why is Japanese preschool pedagogy relatively less verbal and talkative in emphasis?
they value observation and non-verbal communication as part of social learning
How does Japanese sociocentrism compare and contrast with Chinese sociocentrism as seen at the level of preschool pedagogy?
While both cultures value group cohesion, Japan emphasizes autonomy within groups, while China emphasizes unity and compliance.
How have American preschool pedagogy and practice changed as compared with stayed relatively constant over the course of the restudy period?
American preschools increasingly stress choice, low teacher-student ratios, and self-expression,
reflecting individualistic values
How do Tobin et al account for these patterns of continuity and change?
U.S. preschools shifted towards child-centered learning, choice, and safety, aligning with American individualism and autonomy. Yet, core practices like promoting self-expression and low teacher-student ratios remain, reflecting cultural values of independence and personal freedom.
Why does American early educational philosophy stress the importance of low teacher-student ratios?
This reflects a belief in individualized attention and child-centric learning, aligned with values of individualism.
Why is an emphasis on choice so central in American preschool pedagogy (there are both explicit and implicit dynamics going on here)?
Emphasis on choice aligns with fostering autonomy and decision-making skills, key in individualistic American culture.
What is going on culturally with the focus on cultivating self-expression in American preschool pedagogy?
Self-expression supports American values of individuality and assertiveness, encouraged through open, verbal interactions.
What does all of this have to do with talkativeness and verbal expression in teacher interactions with children seen as a socialization practice?
Frequent verbal interaction serves as socialization, reinforcing verbal expression and personal articulation as valued skills.
In what ways are play activities structured in American preschools and how can we interpret this in
cultural terms?
American preschools offer structured yet choice-filled play, balancing personal expression with guided
learning.
How does American preschool pedagogical behavior regarding children’s bodies, safety, and security compare and contrast with the Japanese and Chinese cases and how can we understand these differences in cultural terms?
Compared to Japan and China, American preschools place a higher emphasis on physical safety and individual child security, reflecting cultural values on personal welfare.
What can we say about American individualism as seen through the lens of the socialization-enculturation practices of American preschool pedagogy and praxis?
Individualism is central, seen in practices that emphasize personal choice, self-expression, and individual achievement.
