Papers - Hayashi, Akiko

Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts

Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba, Yingying Zhao

Early Education and Development (Informa UK Limited)  33 ( 5 ) 746 - 763 2022

Accepted,  ISSN  10409289

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School-based Social Emotional Learning (SEL) programs emerged in North America and have not traditionally focused on embodied learning processes that are situated in the learners’ contexts and lived experiences. Thus, we present evidence and advance the case that transferable social-emotional competencies are inherently culturally responsive or situated in learners’ authentic experiences and are inherently embodied. We also introduce a conceptual model grounded in bioecological and embodied theoretical frameworks to help guide future research and practice for culturally relevant SEL. Research findings: We used parts of the scoping review methodology to search and screen the published empirical literature on SEL and embodied learning. Findings highlight the increase in SEL research over the past 2 decades but with extremely limited work done outside of North America, particularly in Japan and South Africa. Consequently, we explored what culturally responsive, situated, and embodied SEL would look like across three different cultural contexts (i.e., in North America, Japan, and South Africa). Practice or Policy: While the principles, goals, and key skills of SEL might apply to most or even all cultures, an emic approach where culture-specific values, beliefs, or customs drive the development and implementation of SEL curriculum, and incorporates the meaningful inclusion of key community members is needed to be effective for specific groups of students. To implement and facilitate effective SEL programs within diverse and multicultural settings, policies and practices related to SEL curriculum need to consider the backgrounds and needs of the children, families, and communities that are being served.

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Teaching Expertise in Three Countries: findings and policy implications from an international comparative study in early childhood education

Akiko Hayashi

Comparative Education (Comparative Education)  58 ( 3 ) 315 - 327 2022

Accepted,  ISSN  03050068

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In this paper, Teaching Expertise in Three Countries project is used as an example to show the significance and contribution of international comparative research and to think about the possible implications for policy in early childhood education. The project studied the development of expertise in preschool teaching in Japan, China, and the United States by employing ‘video-cued multivocal ethnography’ to explore how teaching expertise is defined in each of these countries and what processes help teachers acquire advanced teaching skills. This project has shown similarities and culturally specific notions, in what the participants have to say about characteristics of less and more experienced teachers. These research findings raise issues and challenges in early childhood education that resonate with the situation not only in the three countries but also possibly in other countries, such as problematizing the role of remembering and reflection in professional practice and the value of experience.

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Some Japanese ways of conducting comparative educational research

Akiko Hayashi

Comparative Education (Informa UK Limited)  57 ( 2 ) 147 - 158 2021

Accepted,  ISSN  03050068

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This personal, tentative, self-reflective essay explores some Japanese ways of conducting comparative educational research. In this essay, I not only describe a Japanese style of conducting comparative education research but also do so in a Japanese way. The four key elements I discuss are: daijini (taking care), soboku (simplicity), nagaime (long perspective) and shuudan-sei and kanjin shugi (collectivism and contextualism). Like Rappleye’s and Takayama’s recent contributions in the 2020 special issue of this journal, my paper challenges the taken-for-grantedness of the Western philosophies, theories, and methods characteristic of Anglophone comparative educational scholarship. Like those contributions, this paper argues for the value Japanese perspectives hold for comparative educational research. For me, this means arguing for the value of research methods that are not inseparable from my being Japanese.

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子どもの感情発達を支えるものとは: 幼児教育への文化人類学的アプローチ

発達 163 ( 41 ) 68 - 73 2020.07

Going Deeper in Video Cued Multivocal Ethnographies

Akiko Hayashi

Anthropology & Education Quarterly  2019

Accepted

Reforming the Japanese Preschool System: An Ethnographic Case Study of Policy implementation

Education Policy Analysis Archives  2017

Accepted

学習指導と生徒指導の連関に関する理論的考察：アクティブ・ラーニングの視点を踏まえて

教育学論集  ( 68 ) 215 - 230 2017

Accepted

Return Interview and Long Engagements with Ethnographic Informants

Anthropology & Education Quarterly  2017

Accepted

Using Video for Microanalysis of Teachers' Embodied Pedagogical Practices

Journal Research in Comparative and International Education  2015

Accepted

Contesting Visions at A Japanese School for The Deaf

Anthropology & Education Quarterly  2015

Accepted

Implications of Studies of Early Childhood Education in Japan for Understanding Child Development

Asian-Pacific Journal of Research in early childhood education  2014

Accepted

The Power of Implicit Teaching Practices: Continuities and Discontinuities in Pedagogical Approaches of Deaf and Hearing Preschools in Japan

Comparative Education Review  2014

Accepted

Longitudinal Relations among Maternal Behaviors, Effortful Control and Young Children's Committed Compliance

Developmental Psychology  2012

Accepted

Reframing a Visual Ethnography of a Japanese Preschool Classroom

Visual Anthropology Review  2012

Accepted

The Japanese Preschool's Pedagogy of Peripheral Participation

Ethos  2011

Accepted

The Japanese Hands-Off Approach to Curriculum Guidelines for Early Childhood Education as a Form of Cultural Practice

Asian-Pacific Journal of Research in early childhood education  2011

Accepted

The Culture of Japanese Preschool Teaching

In Child Research Net  2011

Preschool in Three Cultures Studies

In Child Research Net  2011

The japanese preschool's pedagogy of feeling: Cultural strategies for supporting young children's emotional development

Akiko Hayashi, Mayumi Karasawa, Joseph Tobin

Ethos 37 ( 1 ) 32 - 49 2009.03

Accepted,  ISSN  0091-2131

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Among the lessons to be learned in Japanese preschool is how to experience, present, and respond to feelings. We suggest that the feeling most emphasized in Japanese preschools is sabishiisa (loneliness). Japanese preschool educators draw attention to feelings of sabishiisa, or loneliness, to promote a desire in young children for social connection. This social connection is built on a foundation of amae (expressions of dependency needs) and omoiyari (responding empathically to expressions of amae). Using examples from everyday life in a Japanese preschool, we argue that the Japanese preschool's pedagogy of feeling emphasizes learning to respond empathetically to loneliness and other expressions of need. Our analysis suggests that sabishiisa, amae, and omoiyari (loneliness, dependence, and empathy) form a triad of emotional exchange, which, although not unique to Japan or to the Japanese preschool, have a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. © 2009 by the American Anthropological Association. All rights reserved.

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Lessons from China and Japan for Preschool Practice in the United States

Educational Perspectives  2007

Accepted

幼児教育の文化的意味：日本、アメリカ、中国における文化間および文化内比較

唐澤 真弓, 林 安希子, 松本 朋子

発達研究 (発達科学研究教育センタ-)  20   30 - 42 2006

ISSN  0916-1422

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