Preschool in Three Cultures

0 Comment

It seeks to give children more mature roles unexpected of the two cultures, yet the dominance of behaviorism is still apparent in the children’s formal activities. The removal of children’s shoes upon entering their classroom is uniquely Japanese. This video presentation brings viewers not only to judge which approach is best for preschoolers but also to understand that educational approach is indeed culture-bound, not vice-versa.
The video presentation on ‘Preschool in Three Cultures’ shows how remarkably diverse are educational practices in preschools, specifically the preschools in three different countries: the Komatsudani preschool in Kyoto, Japan. the Dong-Feng preschool in Southwest, China. and the St. Timothy’s Child Center at Honolulu, Hawaii, in the US. Specifically, two entirely different approaches in education: constructivism and behaviorism are highlighted. This paper briefly discusses the basic principles differentiating constructivism and behaviorism, and presenting which one of the three schools exemplifies best each approach.
Constructivism asserts that learning is constructed and not acquired, as it recognizes the innate ability and intelligence of children to deal with their environment and their experiences. It believes children are active learners. As Piaget postulates, children at different stages are capable of learning and discovering new things on their own at a certain degree. It is through enhancing these given level of children’s capacity at each stage that they are further developed. Thus, children learn best through their socialization process because it is through interacting with their environment that they discover and learn new things without having these imposed on them. Learning then becomes a creative, dynamic, experiential learning process. In this way, children better understand things because they do not simply memorize instead they go through understanding the process of how the new knowledge came to be.