“This book should be required reading for professionals in early education and makes thought-provoking reading for anyone aware of his or her own cultural blinkers.”—Penelope Leach, New York Times Book Review"[An] important study of the way preschools both reflect and affect social change. . . .  A must read for those who take social issues seriously."—Carole C. Kemmerer, Los Angeles TimesAs the numbers of mothers in the workforce grows, the role of the extended family diminishes, and parents feel under greater pressure to give their children an educational headstart, industrialized societies are increasingly turning to preschools to nurture, educate, and socialize young children. Drawing on their backgrounds in anthropology, human development, and education, Tobin, Wu, and Davidson present a unique comparison of the practices and philosophies of Japanese, Chinese, and American preschool education and discuss how changes in childcare both reflect and affect larger social change. The method used is innovative: the authors first videotaped a preschool in each culture, then showed the tapes to preschool staff, parents, and child development experts. Through their vivid descriptions of a day in each country's preschools, photographs made from their videotapes, and Chinese, Japanese, and American evaluations of their own and each other's schools, we are drawn into a multicultural discussion of such issues as freedom, conformity, creativity, and discipline.

“This book should be required reading for professionals in early education and makes thought-provoking reading for anyone aware of his or her own cultural blinkers.”—Penelope Leach, New York Times Book Review"[An] important study of the way preschools both reflect and affect social change. . . .  A must read for those who take social issues seriously."—Carole C. Kemmerer, Los Angeles TimesAs the numbers of mothers in the workforce grows, the role of the extended family diminishes, and parents feel under greater pressure to give their children an educational headstart, industrialized societies are increasingly turning to preschools to nurture, educate, and socialize young children. Drawing on their backgrounds in anthropology, human development, and education, Tobin, Wu, and Davidson present a unique comparison of the practices and philosophies of Japanese, Chinese, and American preschool education and discuss how changes in childcare both reflect and affect larger social change. The method used is innovative: the authors first videotaped a preschool in each culture, then showed the tapes to preschool staff, parents, and child development experts. Through their vivid descriptions of a day in each country's preschools, photographs made from their videotapes, and Chinese, Japanese, and American evaluations of their own and each other's schools, we are drawn into a multicultural discussion of such issues as freedom, conformity, creativity, and discipline.