ERIC Number: ED187467
Record Type: RIE
Publication Date: 1980-Jan
Reference Count: 0
How Do We Educate Teachers for Early Childhood Education: Early Childhood Educators in Japan.
This paper discusses the organization of early childhood education and preschool education in Japan and describes how teachers are trained for positions in these schools. It is noted that the organization of such education in Japan has undergone considerable change since the first kindergarten was established in 1877. At that time the curriculum consisted of three subjects; in 1885 it was expanded to twenty subjects, then in 1947 was reduced to twelve subjects. In 1956 another transition occurred, and six areas of study were organized: health, social studies, nature, language, music and rhythms, and drawing and crafts. These six areas are used today. The day care curriculum is divided according to the children's ages. For 4- and 5-year-olds, the curriculum includes all six areas of study, four areas are used with 3-year-olds, three areas with 2-year-olds, and two areas with children one year old and under. Three points are stressed in training teachers of young children: (1) developing the teacher's personality with good ethical concepts; (2) including sufficient professional subjects; and (3) providing a sufficient amount of practice teaching. Professional subjects include child psychology, sociology, and pedagogy. The Ministry of Education requires two weeks of practice teaching, but more concentrated and supervised programs are available. (Author/DB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Japan; Seiwa College (Japan)
Note: Paper presented at the International Congress on Early Childhood Education: A Challenge for the Educator (1st, Tel Aviv, Israel, January 6-10, 1980).