Curricular, Relational, and Physical Spaces in the Japanese Hoikuen
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| Title: | Curricular, Relational, and Physical Spaces in the Japanese Hoikuen |
|---|---|
| Language: | English |
| Authors: | Ferguson, Daniel E., Kuby, Candace R. |
| Source: | International Journal of Early Childhood. Nov 2015 47(3):403-421. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Foreign Countries, Preschool Education, Educational Environment, Preschool Curriculum, School Space, Classroom Design, Educational Facilities Design, Aesthetics, Furniture, Field Trips, Outdoor Education, Peer Relationship, Conflict Resolution |
| Geographic Terms: | Japan |
| DOI: | 10.1007/s13158-015-0151-z |
| ISSN: | 0020-7187 |
| Abstract: | Recent scholarship looks at the relationship of learning to space and place within educational research. The purpose of this article was to put data produced from teaching in four Japanese preschools into conversation with spatial theory and Ma, a Japanese spatial esthetic. We seek to understand "how" and "what" spaces (physical, curricular, and relational) are produced in Japanese hoikuen. We engage with Soja's Firstspace, Secondspace, and Thirdspace in order to examine space in the Japanese preschools. We also think with concepts from Ma esthetics in order to understand the appreciation of unexpected moments and interactions. Specific insights gained from analysis focus on the design of the preschools, flexibility of furniture, shared workspaces, field trips, inquiries with nature, bonds between students, and addressing conflict. We present these insights to add to an emerging discussion of how spatial aspects of environments influence teaching and learning in early childhood education. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2015 |
| Accession Number: | EJ1075599 |
| Database: | ERIC |
| Abstract: | Recent scholarship looks at the relationship of learning to space and place within educational research. The purpose of this article was to put data produced from teaching in four Japanese preschools into conversation with spatial theory and Ma, a Japanese spatial esthetic. We seek to understand "how" and "what" spaces (physical, curricular, and relational) are produced in Japanese hoikuen. We engage with Soja's Firstspace, Secondspace, and Thirdspace in order to examine space in the Japanese preschools. We also think with concepts from Ma esthetics in order to understand the appreciation of unexpected moments and interactions. Specific insights gained from analysis focus on the design of the preschools, flexibility of furniture, shared workspaces, field trips, inquiries with nature, bonds between students, and addressing conflict. We present these insights to add to an emerging discussion of how spatial aspects of environments influence teaching and learning in early childhood education. |
|---|---|
| ISSN: | 0020-7187 |
| DOI: | 10.1007/s13158-015-0151-z |
