The Mimamoru Approach: Supporting Young Children's Problem-Solving Skills in Japan

Autor/in	Izumi-Taylor, Satomi
Titel	The Mimamoru Approach: Supporting Young Children's Problem-Solving Skills in Japan
Quelle	In: Childhood Education, 99 (2023) 6, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2023.2282889
Schlagwörter	Foreign Countries; Early Childhood Education; Early Childhood Teachers; Problem Solving; Personal Autonomy; Teacher Role; Student Role; Japan + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Problemlösen; Individuelle Autonomie; Lehrerrolle
Abstract	Japanese early childhood teachers use the "mimamoru" approach, in which teachers let children develop their sense of right and wrong in a group-oriented environment where they are accountable to others. Cultural in nature, the "mimamoru" approach is based on teachers' beliefs that children are truly autonomous beings who can learn to solve problems by themselves with little help. By reducing their own authority as adults, teachers promote children's problem-solving skills. When teachers intervene, they appeal to the group rather than to the individual, and thereby avoid doling out individual criticism. Understanding the implementation and value of this approach has universal implications for early childhood teachers striving to nurture children's problem-solving skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01