Jump to ContentJump to Main Navigation
Disability, Culture, and DevelopmentA Case Study of Japanese Children at School$
Users without a subscription are not able to see the full content.

Misa Kayama and Wendy Haight

Print publication date: 2013

Print ISBN-13: 9780199970827

Published to Oxford Scholarship Online: April 2014

DOI: 10.1093/acprof:oso/9780199970827.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 15 September 2019

Children’s Daily Lives at Greenleaf Elementary School

Children’s Daily Lives at Greenleaf Elementary School

Chapter:
(p.79) 4 Children’s Daily Lives at Greenleaf Elementary School
Source:
Disability, Culture, and Development
Author(s):

Misa Kayama

Wendy Haight

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199970827.003.0004

In this chapter, we focus on the developmental contexts in which Japanese educational goals, practices and policies are instantiated at Greenleaf Elementary School, including some challenges faced by children with developmental disabilities and support available for them. We begin by describing the general educational contexts in which children learn, develop, and are socialized through daily experiences at Greenleaf Elementary School. The emphasis of Japanese elementary education on positive social relationships, education for kokoro (mind and heart), and learning within collaborative peer groups can result in strong, mutually supportive bonds between educators and children within and across grade levels including those with disabilities. On the other hand, if children do not fit in groups, their experiences in school can be highly problematic. They require more intensive support individually or in small groups.

Keywords:   Japanese traditional educational practice, holistic approach, peer relationships, creation of supportive learning environment, peer struggles

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .