NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1106030
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1350-293X
Exploring the Quality of Teacher-Child Interactions: The Soka Discourse in Practice
Ikegami, Kiiko; Rivalland, Corine
European Early Childhood Education Research Journal, v24 n4 p521-535 2016
Numerous research has shown that quality of interactions between early childhood teachers and children contribute significantly to children's holistic development. Most literature on this topic comes from developed/Western countries and little is known about the kind of interactions occurring within the Soka kindergarten model. This article, based on a qualitative multi-site case study, explores the insider perspectives of 12 Soka early childhood educators based in Japan, Hong Kong and Singapore. Of interest was how Soka values and beliefs influence educators' relationships and interactions with young children. Postmodern ideas of discourse, power and knowledge framed the analysis. Findings indicate four components: humanism, respect, compassion and unlimited potential are major philosophical factors influencing positive relationships between teachers and children. The results suggest greater research into humanist perspectives, and how this can be utilised to benefit teachers and children, may be warranted.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; Japan; Singapore
Grant or Contract Numbers: N/A