Exploring the Quality of Teacher-Child Interactions: The Soka Discourse in Practice

Autor/inn/en	Ikegami, Kiiko; Rivalland, Corine
Titel	Exploring the Quality of Teacher-Child Interactions: The Soka Discourse in Practice
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 4, S.521-535 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1189719
Schlagwörter	Teacher Student Relationship; Preschool Teachers; Preschool Children; Qualitative Research; Case Studies; Teacher Attitudes; Postmodernism; Humanism; Foreign Countries; Power Structure; Beliefs; Values; Child Development; Kindergarten; Models; Semi Structured Interviews; Participant Observation; Hong Kong; Japan; Singapore + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Postmoderne; Humanismus; Ausland; Belief; Glaube; Wertbegriff; Kindesentwicklung; Analogiemodell; Teilnehmende Beobachtung; Hongkong; Singapur
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01