Nurturing Young Children's Moral Development through Literature in Japan and the USA

Abstract

The purpose of this study was to examine the views of American and Japanese early childhood teachers regarding the nurturing of young children's moral development using literature. The data consisted of responses to a questionnaire and written explanations of 36 American and 36 Japanese teachers. By comparing responses of the two groups, it was possible to identify both similarities and differences in American and Japanese early childhood educators' philosophical and pedagogical views on nurturing young children's moral development. Accounting largely for similarities in responses were generic items, such as beliefs in the importance of nurturing children's hearts/spirits and in the value of using literature to nurture them. Differences were reflected in particular aspects of philosophical beliefs and pedagogical practices. The study revealed that the sources of different viewpoints may be attributed to a combination of culturally specific patterns and curriculum guidelines to which teachers are exposed.