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Hoffman, Diane M. – Elementary School Journal, 2000
Presents conceptual analysis of U.S. and Japanese early education discourse, contrasting cultural assumptions and views of self that inform each context. Finds Japan holds progressive, child-centered but not developmentalist views that promote self in terms of cultural values; the United States emphasizes the individual child defined by…
Descriptors: Child Development, Comparative Analysis, Cross Cultural Studies, Cultural Differences