A Comparative Study of Preschool Teachers’ Instruction Method in Concrete Cases between Japan and China: Application of Personal Teaching Theory
Linqi Chen, Atsushi Nanakida

Abstract
The purpose of this study was to investigate the influence of „Personal Teaching Theory‟ on preschool teachers. „Personal Teaching Theory‟ is a personal belief system on how to treat children according to their aptitudes. A factor analysis based on the data obtained from 108 Japanese and 226 Chinese preschool teachers, the results showed that there were three patterns of instruction methods whether in China or Japan. Among the three patterns, two were the same for both China and Japan. One was “Promote understanding”. The other was “Watching over”. Regarding the third pattern of Japan, it was called “Assist playing”, whereas concerning China, it was “Rectify act”. Also, dealing with problem children who are quite aggressive, as the years of preschool teacher experience grow, Japanese preschool teachers chose a flexible intervention which combined “Promote understanding” with “Assist playing” depending on the circumstance. However, Chinese preschool teachers tend to use “Rectify act” more instead of the pattern of “Promote understanding”.

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