Methods of Child Rearing

The prerequisite for academic deed is seen as severe discipline, self-imposed through the dedication of the student and reinforced by p arents and teachers. Unlike high achiever children in the United States, who are taught that the big tests are knowledge and skills, japanese children are taught that the big tests are motivation, loyalty, sincerity, and devotion to self-conquest (Shields, junior, 1989, p. 5).

Lack of exercise in Japan is attributed to the failure to work hard quite a than to lack of ability or to personal or environmental obstacles. The remarkable success of Japanese children in elementary school, in such areas as mathematics, is, in part, due to the renunciation of the take that children of low ability will non achieve disregardless of how hard they work and that children of high ability need not work hard.

While mothers in the West are often more responsible than fathers for their children's success in school, mothers in Japan are solely responsible. They work hard at see to it that their children succeed in school. They spend a good bundle of time making things for their children to use in school, preparing elaborate lunches, and tending school functions faithfully. In addition, they are consistent and clear to the highest degree the values and looks they reinforce in their children. For example, they stress gambaru (persistence and exact, correct forms of expression in public). Furthermore, over the last 20 years,

Furthermore, in Japan, the traditional intimate-public behavior (uchi-soto) is well put down in literature on Japanese culture. This probably has a lot to do with neutralizing the transition children must make from the sapiently different environments of the home and the school. On all levels, Japanese behavior tends to be highly situational and embraces huge differences in public and closed-door settings (Shields, Jr., 1989, p. 5).

Singleton, J. (1989). Gambaru: A Japanese cultural theory of learning. In Shields, J. Jr. (Ed.), Japanese schooling, pp. 8-15. University Park, Pennsylvania and London: Pennsylvania State University Press.

Nevertheless, mothers in Japan are very indulgent with their children.

Many observers of Japanese culture find themselves mystified by the relative solace of the transition most pupils from the unitary-on-one, highly indulgent home to the one-in-forty, demanding classroom environment--there are no tantrums in their nursery schools or kindergartens. In the United States, however, tantrums among kindergartner children are common. Educators in the United States state that one reason for them are that more is expected of these children than ever before. U.S. kindergartners are suddenly being subject to rules of conduct--having to concentrate and be self-controlled, to hear and raise their hands, to stand on line and wait their turn--behavior considerably more demanding than what they had to adhere to at home. According to child psychologists, they may know what is expected of them, but often do not have the skill to master the situation. This shortfall can rail to tantrums (Israeloff, 1994, p. 79). Conversely, the Japanese children know what is expected of them--so there are no tantrums.

there has been very little change in the explanation of a good child: one who persists, hangs on, or evermore does his best. In a word, good children are tenacious (Shields, Jr., 1989, p. 4).

redden when Japanese children misbehave
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