CROSS-CULTURAL STUDY OF SOCIALIZATION IN DAY-CARE CENTER

这项研究的目的是描述日本和法国日托中心日常生活中传播的文化价值观和规范的特征。在每个国家，数据是在六个日托中心的一年级、二年级和三岁班级收集的。在每个中心，从目标儿童到达到午睡时间进行观察。随着目标儿童与他人的互动，我们更密切地关注教师的行为。我们试图通过比较以下几个方面来明确日托中心的文化价值观：空间和时间的组织和使用；教师的身体活动；教师和儿童的距离；游戏材料的使用；儿童和成人在游戏时间中的互动；饮食、睡眠、卫生和清洁的观念；厕所培训和其他日常护理做法；处理儿童之间冲突的方式；赞扬和纠正…更多的OOF；处理哭泣的孩子；老师和家长之间的关系。对以上几个方面的场景的异同进行了讨论和分析。结果表明，每个国家都通过成年人的微妙和无意识的行为来传授不同的价值观。法国教师通过各种策略鼓励自主和积极的自我表达。与日本同龄人相比，他们与孩子保持更多的距离，回应他/她，而不是主动采取行动。他们给孩子们提供游戏材料，让他们自我管理，给他们过渡对象，让他们独自睡觉。日本教师致力于与孩子建立和保持良好的关系。他们在生理上和心理上都比埃兰奇的老师更接近婴儿。他们对接受孩子的情绪和感觉很敏感，但对他们的自我表达不那么敏感。他们使用材料来与孩子们保持玩耍的联系。研究表明，两国不同的传统幼儿观具有不同的文化层面和教育实践规范。这些比较帮助我们拓宽了我们对日托中心教育的看法。较少

The object of the study is to characterize cultural values and norms that are transmitted in the daily life of Japanese and French day-care centers. In each country, the data were collected at classes of the first, the second and the third years of age in six day-care centers. In each center, observation was carried out from the arrival of the target child to the napping time. Following interaction by the target child with others, we focused more closely on teachers' behavior. Information about the day-care center was also obtained by interview with their directors.We tried to make cultural values explicit by comparing the following aspects: organization and use of space and time; teachers' physical movement; distance between teacher and child; use of playing materials; interaction of children and adults in play time; conceptions of meals ,asleep, hygiene and cleanliness, toilet training and other routine practices of care; ways of dealing with conflicts among children; praise and repr … More oof; dealing with crying child; relationship between teachers and parents. The similarities and differences in the scenes that represented the aspects mentioned above were discussed and analyzed.The results showed that different values are taught in each country through even subtle and unconscious behavior of adults.French teachers encourage autonomy and positive self-expression by various strategies. They keep more distance with a child than Japanese counterparts, respond him/her rather than take initiatives. They give children play materials and let them manage themselves, and give them transitional objects to sleep alone.Japanese teachers are oriented to establish and maintain good relationship with children. They are physically arid psychologically closer to babies than Erench teachers. They are sensitive to accept children's emotion and sense but are less sensitive to their self-expression. They use materials to keep playful contact with children.The research showed cultural aspects and norms of educational practices characterized by different traditional conceptions of early childhood in two countries. These comparisons helped us to broaden our view of education in day-care centers. Less