The paper "A Triad of Emotional Exchange in the Socialization of Japanese Children" is a good example of an annotated bibliography on education. Reading: Howell, S 1988, ‘ From child to human: Chewong concepts of self’ , in Acquiring culture: cross-cultural studies in child development, eds G. Jahoda & I. Lewis, Croom Helm, London, pp. 147-168.Question 1: What does Howell say is the importance of naming for the Chewong? Naming for the Chewong is vital based on their beliefs and values, whereby the community members believe that children are well identified through their names.
Besides, children also behave according to the name given, thus the importance of naming them after birth to work towards shaping how they develop or grow. Question 2: How does the concept of ruwai affect the care of babies? Ruwai concept assists the particular community members to offer efficient care to their babies based on the fact that the ruwai is of no importance and tends to be thrown away for the child to be identified as a factual person. Therefore efficient care is offered since human beings are vital. Question 3: What does Howell mean when she says that for the Chewong, “ a child is not a human being” ?
Include an explanation of what “ being human” means for the Chewong. A child does not function or behave similarly with the grown-up people, but tend to be highly dependent on their support. The Chewong understand being human to be able to operate through the person’ s five elements, such as smell, feel, touch, taste, and hear, which are not fully functional in a child. Question 4: What evidence does Howell use? (e. g did she do fieldwork?
If so, when, where, with whom? How did she collect her data? ) Howell did thorough fieldwork since she visited the community and collected her data as per the things she was able to observe. She interacted with the community members during the time when children are mostly born and after staying with them for some time, she acquired the specific information. Question 5: In no more than 2 sentences, state what interested you most about this text, or a question it raises for you. This question was very interesting to me, especially through the information on how children are identified differently from other individuals in the Chewong community.
Moreover, it helped me to acquire knowledge regarding how different community conducts their rituals, for instance, the ones for naming children and taking care of them. Reading: Hayashi, A, Karasawa, M & Tobin, J 2009 ‘ The Japanese preschool’ s pedagogy of feeling: cultural strategies for supporting young children’ s emotional development’ , Ethnos, vol. 37, no. 1, pp. 32-49.Question 1: The authors describe a ‘ triad of emotional exchange’ in the socialization of Japanese children. Explain in your own words how this shapes social interactions. A ‘ triad of emotional exchange’ enables the Japanese children to interact socially based on personal emotions and as per the feelings that they develop when undergoing their preschool courses.
It assists in the promotion of how young children connect with each other socially and based on how they interact with their mothers. Question 2: What do the messages children receive about emotions reveal about the ‘ ideal person’ in Japan?