Posted: August 7th, 2013
Cross-Cultural Comparative Analysis of China and the US
This is a rich insight into the culture and timely account of pre school education of China and the United States. It gives a clear indication of the cultural and social factors that drive change in the pre school education of China and the United States. Incorporation of culture and tradition in Chinese teaching is done when the children are seated in a classroom to telling stories (Tobin et al, 87). In America, the child is given alternatives on the activities he wants to do. In the country, choice is significant, as it is perceived to motivate and foster learning among many of the citizens. Both China and America highly regard their social norms. Consequently, the early childhood education plays a crucial role in determining other aspects of life such as law, politics, and relationships in terms of how the youngster will interact with others, authority and set regulations. The children learn the culture of their state and grow to become American and Chinese citizens in the future who push the agenda, ideology, economy and social structures in their respective states.
1. There are individual differences into the various ways the pre schools care for and teach the schoolchildren. Pre School is also considered among the primary places a child is exposed to acquire the significant and cultural values of his or her society. In addition, it is a key player in the socialization process. Both countries have a profound stronghold on their cultural beliefs and practices, which cause continuity in their national educational practices and the approach made on economic growth, development, modernization in conjunction with globalization. However, a few similarities are also found in both the American Pre school system and the Chinese system. The schools have also been more innovative in their current methodological approaches towards the process of early childhood education. There are a variety of connections made between education and other societal frontiers.
.2 Similar interactions are interpreted differently between the two countries. They see the American style of teachers connecting with the children differently. To them, it is like visiting a marriage counselor (Tobin, et.al. 368). The Americans; however do this in order to help the child and enable them to express their emotion. Using the right of choice to allow the American students learn democracy and freedom, is also not viewed as a way of instilling democratic practices. Nevertheless, to some scholars, the Pledge of Allegiance as a display of patriotism is questionable among people of such a tender age. On the other hand, in China, this is to be done while still upholding and promoting the Confucius and the socialist practices. The Chinese still hold a deep sense for their culture while, for the Americans, their lifestyle dictates their daily activities including their education system. The Chinese have a deep sense of religion and trust in Confucius unlike America that insists on being a secular state even with religious freedom.
3 The ethnic analyses of the preschools are contradicting those of social debate because the schools approached are only a 20-minute clip. Clips are disputed not to give a representation of the whole analysis of the reality on the ground in the schools indicated. Many researchers are known to give excerpts that do not reflect the participatory observations and interviews creating a healthy environment to have pre-conceived judgments. Involving a few schools located strategically, leaves more queries unanswered, as it does not illustrate the identity of the countries pre schools. The need for people to have complete information should not be ignored because authenticity sets the basis of the opinions of the readers. In America, the teachers are being portrayed to intervene and guide the social interaction of the young children, and the Asian observers view this to be like that of a marriage counseling session (Tobin et. al., 210). This shows an aspect of ethnocentrism among the Asian analysts, which apply a different method in their occupation. The American system is also different from China as it prominence is directed to academically prepare the pre schoolchildren
4 The Chinese have adopted a few things from the American system a clear indication of ethnocentrism. An American approach of giving children a chance to air out their views and choices is seen in the Chinese method. The changing ideology of their practice that now values human rights has also borrowed a leaf from the USA. They are also seen to be slowly but surely take up a capitalist scheme. Educators in America are not only tasked to be academically rigorous but also to promote the child’s development in order for them to meet the requirement of accredited rules, regulations and national policies. Numerous changes have occurred in both systems in terms of the modes of teaching. In the study of 1985, Chinas system placed much emphasis on disciplining and controlling the children. This was to be done through didactic pedagogy (Tobin et al. 360). However much has changed and the pre schoolteachers in China together with their center director have incorporated a new system. A system, which places emphasis and importance on the various progressing approaches, that promotes independence of the child, freedom to be creative and rights. This is a similar advance to the American system, which upholds the rights of the child as entrenched in the constitution.
Tobin, Joseph, Karasawa, Mayumi and Hsueh, Yeh. Pre School in Three Cultures Revisited. University of Chicago Press: Chicago, 2009. Print
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