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，当这些国家的孩子生活在国外时，他们的教育理念和观念几乎没有什么不同。一些巴西私立学校已经在日本建立起来。巴西政府在法律上规定了一项程序，将外国的教育等同于巴西的教育。另一方面，在中国，中国孩子在国外的教育和他们回国后的问题是留给每个人解决的问题。2)在这四个国家，外国儿童的教育通常是委托给外国人自己。这些国家的外国孩子通常去专门为外国人开设的国际学校。在接受外国学生进入这些国家的学校的情况下，通常没有给予这些学生特殊待遇。在巴西，许多父母去日本工作，把孩子留在巴西。除了纪律问题外，这些孩子的学校表现也会受到负面影响。我们必须了解来自海外国家的外国儿童的各种背景。当我们接受他们进入我们的学校时，有必要考虑他们的多样性。重要的是要实现一种对外国儿童的进步有用的教育，以及一种对日本儿童更好地进行国际了解的教育。

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.