CROSS-CULTURAL STUDY OF SOCIALIZATION IN DAY-CARE CENTER

本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。在每个国家，数据是在六个日托中心的一年级、二年级和三年级收集的。在每个中心，从目标儿童到达到午睡时间进行观察。在目标儿童与他人互动之后，我们更密切地关注教师的行为。通过对幼儿园园长的访谈，我们试图从以下几个方面来揭示幼儿园的文化价值观：空间和时间的组织和利用;教师的身体活动;教师与幼儿之间的距离;游戏材料的使用;儿童与成人在游戏时间的互动;饮食、睡眠、卫生和清洁、如厕训练和其他日常护理做法的概念;处理儿童之间冲突的方法;表扬和回报; 关于我们 哭泣;处理哭泣的孩子;师生关系。结果表明，法国教师通过各种策略鼓励学生自主学习，鼓励学生积极表达自己的价值观，而法国教师则通过各种策略鼓励学生自主学习。与日本人相比，他们与孩子保持更多的距离，回应他/她而不是采取主动。他们给孩子提供游戏材料，让他们自己管理自己，给孩子提供过渡物品，让他们独自睡觉。他们在生理上和心理上比伊朗老师更接近婴儿。他们对接受儿童的情感和感觉很敏感，但对儿童的自我表达不太敏感。他们使用材料与儿童保持游戏性的接触。研究显示了两国不同的幼儿传统观念所特有的教育实践的文化方面和规范。这些比较帮助我们拓宽了对日托中心教育的看法。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