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Abstract Details

Abstract Title

Comparative Study of Chinese and Japanese Preschool Physical Education

Abstract Theme

Sport and quality of life for adolescence and aging

Type Presentation

Oral presentation

Abstract Authors

Presenter Cheng Jinyu - Wuhan Sports University (International Education College) - CN

Presentation Details

Room: Venus        Date: 1 September        Time: 15:00:00        Presenter: Jinyu Cheng

Abstract Resume

Background: Preschool education is the beginning stage of education, which plays an important role for children's growth and future development. Preschool physical education plays a
fundamental role in preschool education, Japanese preschool education has not only a long history, but also the world-class level, this paper aims to make a comparative study of Chinese and Japanese
preschool physical education, and to explore the direction for the improvement of preschool physical education in China.
Methods: The methods of literature consultation, questionnaire investigation, mathematical statistics, and on-the-spot investigation are adopted in the paper.
Results:1)Social consciousness: Both the Chinese and Japanese preschool physical education are deeply influenced by the social consciousness: the Japanese emphasis on scientific and
challenging physical education; while the Chinese preschool physical education emphasis more on safety education, there are more restrictions for children.
2)Laws and regulations: Japan attaches great importance to preschool education legislation, and the implementation of scientific management in accordance with laws and regulations; while in China, the
relevant legal system is not perfect, and the legal efficiency is not high.
3)Sports facilities: Japanese preschool education emphasizes the natural environment and facilities, and the materials are simple; while the China education focuses on games under full protection of
instrument, mostly taking a fix-designed pattern and repetitive movements.
4)Financial inputs: Japanese preschool education financial inputs is higher than that of China; and there are huge regional differences in financial investment in China.
Conclusions: Chinese government should continue providing policy and economic support for preschool physical education, and improve the preschool physical education system; the
kindergarten should attach great importance to children’s preschool physical education fundamentally, and make innovations in teaching contents and teaching forms.

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