| NOTA |
(★)(One of the best ways to understand the complex problems of child rearing and education is through a knowledge of how other cultures cope with such problems. The intense interest in comparisons between Western and Japanese approaches to business, religion, and daily life has recently sparked an interest in how Japanese children are reared and educated. This volume provides a timely and valuable context within which productive insights can be gained. ´CHILD DEVELOPMENT AND EDUCATION IN JAPAN´ contains contributions from psychologists, educators, sociologists, and anthropologists that offer meaningful information on the practices and concepts of contemporary Japanese child development and education. Written in nontechnical language that provides access to information from technical and specialized literature,´CHILD DEVELOPMENT AND EDUCATION IN JAPAN´ covers a breadth of topics, including personality, social and cognitive development, family life, and education. The authors are authorities in their respective fields in both Japan and the United States, and much of the information that they provide has been previously unavailable in English. ◆Harold W. Stevenson is Professor of Psychology at the University of Michigan. He received his Ph.D. from Stanford University and has been Director of the Institute of Child Development at the University of Minnesota. He has had a long-term interest in Japan, and with colleagues in Japan, Taiwan, and the United States, has recently completed a large project on the correlates of children´s achievements in elementary school. Hiroshi Azuma majored in psychology at the University of Tokyo and received his Ph.D. from the University of Illinois in 1960. He is currently Professor and Dean of the School of Education at the University of Tokyo. His specialty is in education, learning, and developmental psychology. He is interested in the problems of cognitive development and culture. Kenji Hakuta is Associate Professor of Psychology at Yale University. He received his B.A. and Ph.D. from Harvard University. He has conducted studies of language acquisition in Japanese and American children, with emphasis on grammar. His other interests include bilingualism and second-language acquisition. ▼CONTENTS : PART I - BACKGROUND (Chapter 1.Why Study Child Development in Japan? 2.The Social and Cultural Background of Child Development in Japan and the United States, 3.The Child in Japanese Society, 4.Child Rearing Concepts as a Belief-Value System of the Society and the Individual, 5.What Is an ´Ii ko (Good Child)´? 6.Privatization of Family Life in Japan, 7.School Education : Its History and Contemporary Status, 8.The Japanese Language) PART II - EMPIRICAL STUDIES (Chapter 9.The Role of the Personal Framework of Social Relationships in Socialization Studies, 10.Japanese Studies of Infant Development, 11.Family Influences on School Readiness and Achievement in Japan and the United States : An Overview of a Longitudinal Study, 12.Personality Development of Adolescents, 13.Children´s Social Development in Japan : Research Directions, 14.Achievement in Mathematics, 15.Learning to Read Japanese), PART III - CONCEPTUAL ISSUES (Chapter 16.Issues in Socioemotional Development, 17.Two Courses of Expertise, 18.The Search for Cross-Linguistic Invariants and Variation in Language Development, 19.Child Development in Japan and the United States : Prospectives of Cross-Cultural Comparisons)) |
BASE de DATOS, Biblioteca del Centro Cultural de la Embajada de Japon
印刷用ページ