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Transcript of Example presentation 1
DEVELOPING JAPANESE
CHILDREN’S LITERACY AT HOME
A. B.
MY STUDY: What do I want to know?
How Japanese children develop literacy at home?
What role a mother plays in this development?
What kinds of books?What morals these books teach?Who decides the books the children read?How mothers view literacy development
and education in Japan?
THE RESEARCHERAMY BUSH (20)
Major: Japanese Language and LiteratureMinor: Chinese Language and Civilization
Currently working on a thesis revolving around how cultures differ in values based on children’s literature
BACKGROUND Japanese literature:
Morals of harmony, empathy, loyalty, and patience
Expectations of Mothers“A good mother not only sacrifices all for
her child, but educates her child as well” (Stuery pg. 36)
Sunao and how it relates to education and literacy in the home*
METHODOLOGY Case Study of Host Family
Formal and Informal InterviewsObservationParticipants: HM, HB1, HB2
Interview with other families Interviewees: AJM, AM
Participants selected by convenience- Must be mothers with child(ren) age 6-12
CASE STUDY PART 1: OBSERVATION
Home Environment: Full of materials to support literacy
- posters- classroom- book shelves
When do the children read?
Where do they read?
What do they read?
How is the mother involved?
RESULTS: WHAT DID I NOTICE? Time: Random (Reading to HM just
before or right after dinner) Place: Kitchen hallway, dining room,
living room
RESULTS CONTINUED: Children’s behavior during reading:
FidgetyRushedConscientious of accuracy
Mother’s behavior:Busy—usually multi-taskingAttentive CoddlingMother vs Teacher
CASE STUDY PART 2: INTERVIEW
Formal Interview: HM Informal: HM, HBs
CASE STUDY: PARTICIPATION IN OBSERVATION
INTERVIEWS AJM
Bicultural FamilyWants her children to enjoy readingProvides her children with ample materials
to improve their literacyFeels the need to teach them English
Only one in their environment with that ability Wants to share herself—childhood stories
OFFERING SOME PERSPECTIVE
AM Australian Family When did they start reading
together? A few months “Reading is a warm, cuddly
thing to do” Still part of the bedtime routine
Always a supply of books—$200 book budget
“Hate giving books back” so they tend to buy rather than borrow
Introducing them to other cultures/genres
Salman Rushdie
MORALS AND VALUES?Choices are difficultMaking the right choice
is not always obviousStand up for what you
believe inBe strongViolence is not
necessarily the best answer but sometimes it is the only answer
CONCLUSIONSJapanese mothers feel the need for their
children to succeed Provide extra materials Library Teach English Prepare them for their future
Book Reading is used as a bonding activity Creates stronger dependency Allows mother to share her childhood and
culture
CONCLUSIONS CONTINUED Books tend to be folktales in Japanese
Other cultures (Australia, America, etc.) have specific books that all children read
Mothers often allow children freedom in how they pursue literacy, yet reading books still plays a big role in their literacy development
Juku, Calligraphy lessons, among others, are supplemental to the children’s literacy yet are often expected
REFERENCES AJM. (2013, December 12). Interview by A B. Bicultural
Family. AM. (2013, December 12). Interview by A B. Perspective. HM. (2013, November 10). Interview by A B. Japanese
mothers. Holloway, S. (2008). Determinants of parental involvement
in early schooling: Evidence from japan. Early Childhood Research & Practice, 10(1), Retrieved from http://ecrp.uiuc.edu/v10n1/holloway.html
Stuery , J. (1993). Working mothers in japan and the effects on children and society. Intercultural Communication Studies, Retrieved from http://www.uri.edu/iaics/content/1993v3n2/04 Jill Steury.pdf
**