A study based on Field Research regarding the Social, Cultural and Educational Background of Students (Elementary and Junior High Schools) from Overseas Countries

1)在巴西、中国、马来西亚和印度尼西亚，来自这些国家的儿童在国外生活时，他们的教育思想和概念几乎没有什么不同。日本已经建立了一些私立巴西学校。巴西政府在法律中规定了一个程序，将外国的教育与巴西的教育等同起来。另一方面，在中国，中国孩子在国外的教育和回国后的问题是由每个人自己解决的。2）在这四个国家，外国孩子的教育通常是委托给外国人自己的。这些国家的外国儿童通常就读于专门为外国人开设的国际学校。在这些国家的学校接受外国学生的情况下，通常不会给予这些学生特殊待遇。3）在巴西，许多父母前往日本工作，将孩子留在巴西。除了纪律问题外，这些儿童的学校表现也受到负面影响。4）我们必须了解来自海外国家的外国儿童的各种背景。5）重要的是，要实现有利于外国儿童成长的教育，实现有利于日本儿童的国际理解的教育。

1) In Brazil, China, Malaysia and Indonesia there are few differences between the ideas and concepts for the education of the children from those countries when they live in foreign countries. Some private Brazilian schools have already been established in Japan. The Brazilian government has provided for in law, a procedure that equates the education in foreign countries with that in Brazil. On the other hand, in China the education for Chinese children in foreign countries and the problems of those children after they return home is a matter that is left up to each individual to solve.2) In these four countries, the education of foreign children is normally entrusted to the foreigners themselves. Foreign children in these countries usually go to international schools of schools specifically for foreigners. In the case of accepting foreign students into these countries' schools, there is usually no special treatment given to such students.3) In Brazil, many parents go to Japan to work and leave their children in Brazil. The school performance of these children affect negatively in addition to disciplinary problems.4) We must know the various backgrounds of foreign children from overseas countries. When we accept them into our schools, it is necessary to consider their diversity.5) It is important to realize an education that useful to the advancement of foreign children and a education for better international understanding of Japanese children.