Japanese "Warabeuta": Nursery Rhymes of Body, Mind, and Soul

Autor/inn/en	Morrone, Michelle Henault; Matsuyama, Yumi
Titel	Japanese "Warabeuta": Nursery Rhymes of Body, Mind, and Soul
Quelle	In: Childhood Education, 88 (2012) 5, S.315-318 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.718610
Schlagwörter	Foreign Countries; Child Development; Nursery Rhymes; Educational Principles; Behavioral Objectives; Educational Objectives; Educational Practices; Movement Education; Aptitude Treatment Interaction; Teaching Methods; Foreign Culture; Adoption (Ideas); Japan; United States + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Kinderreim; Bildungsprinzip; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Bewegungsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdes; Ideas; Ideenfindung; USA
Abstract	Throughout the world, young children are introduced to some form of nursery rhymes. In Japan, the first type of rhyme a child encounters is called "warabeuta"--songs created through play. The English translation fails to accurately capture the degree to which "warabeuta" include body movement, touch, and interaction with other singers. A unique aspect of "warabeuta" is that they are not merely sung to children; the caretaker physically touches and moves the child, emphasizing "skinship," or physical/emotional bonding. Japanese caretakers consider "warabeuta" critical for child development, as they help establish the environment for healthy growth, like "preparing the ground for a growing plant" (Yamada, 2010, personal communication). Based on the reviews of existing literature, a few personal communications with local professionals, and their own observations, the authors propose that "warabeuta" addresses five goals that are considered vital in Japanese child development: (1) Securing "Skinship"; (2) Encouraging Gradual, Natural Development; (3) Emphasizing Physical Movement; (4) Achieving a Sense of Oneness and Harmony With Others; and (5) Understanding Notions of Past, Present, Future, and the Unknown. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10