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This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal

This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation).

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    Date Created
    • 2011
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  • Text
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    • Partial requirement for: Ph. D., Arizona State University, 2011
      Note type
      thesis
    • Includes bibliographical references (p. 184-193)
      Note type
      bibliography
    • Field of study: Curriculum and instruction (Early childhood education)

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    by Akiko Hayashi

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