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A Brief Introduction
to Socialization
Robert Croker
Center for Japanese Studies
Nanzan University

Definition of Socialization
Socialization is the process that prepares humans to
function in social life. It begins before children are born and
continues all of a person's life.
Socialization has two functions:
1. Provide a foundation for the development of the
individual’s personality (relatively stable set of attitudes,
values, and behaviors) and a sense of self (the conscious
recognition of being a distinct individual).
2. Ensure the continuity of society by teaching new
members the accepted or preferred ways of doing things.
Source: Scott, B. M., & Schwartz, M. A. A. (2006). Sociology: Making sense
of the social world (2nd ed.). Pearson.

Socialization and Culture
Socialization is culturally relative:
The processes of socialization vary depending
upon the culture – people in different cultures
are socialized differently.
The outcomes of socialization vary –
socialization reproduces and sustains culturally
preferred behaviors, values, and ways of
thinking, and culturally preferred ways of
doing things.

Today's Questions
1. How are Japanese children socialized at
Japanese preschools and primary schools?
2.What are some of the culturally preferred
behaviors, values, and ways of thinking that these
processes might create?

Primary vs. Secondary
Continues all through life, with two overlapping processes:
Primary socialization – takes place early in life in infancy
and childhood through to adolescence. Usually takes places
at home, within the family. Most intense period of cultural
learning.
Secondary socialization – takes place throughout life as
people encounter new groups, roles, and social situations.
Usually takes places outside the family e.g. at school,
through peers, at the workplace, at the church, synagogue
or mosque, and through the media.
Source: Scott & Schwartz (2006)

Stages in the Life Course
infancy and childhood: birth to 12
new borns (birth to four weeks old)
infants (four weeks to one year old)
toddlers (one to three years old)
preschooler (three to five years old)
school age child (five to 12 years old)
adolescence: 13 to late teens (vs. puberty)
roles: explicitly assume the status of learner within the
family and school, but increasingly independent over time

Natural vs. Planned
Natural socialization – through play.
Planned socialization – other people take specific
actions designed to teach or train a person.
Source: Scott & Schwartz (2006)

Japanese Preschools
& Primary Schools

Participation Rate (0-2 y.o.)
Source: OECD (2016). OECD Family Database.

Enrolment Rate (3-5 y.o.)
Source: OECD (2016). OECD Family Database.

Hoikuen vs.Yochien
Hoikuen 保育園
(nursery school)
- for working parents*
- from 1 month to 5 y.o.
- run all day*, M-F*, all year*
- some offer extended care
- no buses, no uniforms
- food, snacks provided
- not enough – waiting lists
- Ministry of Health, Labor & Welfare
(厚生労働省 Kousei Roudou Shou)
Youchien 幼稚園
(kindergarten)
- for all parents
- for preschoolers (3-5 y.o.)
- 9am~2pm, Monday~Friday
- have long holidays in
summer, winter, spring
- usually buses, uniforms
- must bring o-bento
- wider variety of choice
- Ministry of Education, Culture,
Sports, Science and Technology
MEXT (文部科学省 Monbu Kagaku Shou)
Source: National Institute for Educational Policy Research (NIER) (2011).
Preschool Education and Care in Japan. Tokyo: NIER.

Source: City ofYokohama. (Summer 2015) NakaWard Town News
Hoikuen (保育園)

Hoikuen vs.Yochien (2008)
Age Hoikuen (000) Yochien (000)
0 50 (4%) -
1 230 (22%) -
2 320 (29%) -
3 400 (38%) 430 (41%)
4 460 (42%) 600 (55%)
5 455 (41%) 645 (58%)

Preschool in Three Cultures Revisited
Socialization:
• Children have fewer siblings and the quality of parenting
in Japan is decreasing. Also, there are fewer opportunities
to play with neighborhood kids.
• Preschools are expected to compensate for this situation
by providing opportunities for socially complex play.
– Crying and fighting are symptoms of social inexperience and are
an opportunity to learn.
• That is, preschools are playing a larger role in socializing
children. Some argue that primary socialization is
becoming less important, and secondary socialization is
being given a larger role in contemporary Japan.

Characteristics of Preschools
• Both intellectual development and emotional/social
development are emphasized, as they are seen to be
closely related.
• Preschools and teachers have a great deal of freedom
about what and how to teach, and there is a great deal of
diversity, so parents can choose* what type of education
their child will receive.
• The primary roles of national and local governments are
to set standards for buildings and facilities, organize and
facilitate teachers' careers, and decide the basic
direction of care and educational activities.

Characteristics of Preschools
• Free playtime is much longer than in Chinese preschools,
and teachers often play with children just like their peers,
playing the hidden role of activating children’s play.
• Outdoor activities as well as indoor activities are
emphasized.
• Japanese preschools do not overprotect young children,
letting them wear less clothes with the feet often bare,
experience small and slight injuries, etc.
• On the other hand, teachers keep in constant contact with
parents about the children’s daily health, behavior, and
learning, using notebooks for two-way communication.

Today's Questions
1. How are Japanese children socialized at
Japanese preschools and primary schools?
2.What are some of the culturally preferred
behaviors, values, and ways of thinking that these
processes might create?
As you discuss these questions, you could
explore the answers that people in your own
country might give.

Preschool in Three Cultures:
Words
• hoikuen 保育園 nursery school
• youchien 幼稚園 kindergarten
• ijime いじめ bullying
• amae 甘え sense of dependency
• kodomo rashii 子供らしい childlike
• mi-mamoru 見守る to look, guard, protect
• omoiyari 思いやり empathy
• ki ga tsuku 気がつく learn to anticipate
needs of others
• tate-wari kyouiku タテ割り教育 mixed-age education

Source: Benesse Educational Research and Development Institute
(2016). Research on Home Education: From early childhood to first grad
of elementary school (longitudinal survey). Tokyo: Benesse.

Characteristics of Primary Schools
Primary Schools in Japan. Tokyo: NIER.

• compulsory
• academic year: April 1st to March 31st, with three terms
• entrance: children who are aged 6 on April 1st
• no skipping or repeating grades; pupils absent for a long
time always return to their age grade
• 99.9% are public, run by the local municipality
• designated school districts, little cross-district enrolment
• increasing number of school hours per week as children
get older
• most primary schools provide lunch, served by pupils

• one classroom teacher is in charge of each classroom,
and in principle teaches all subjects
• however, upper grades usually have subject-specific
teachers e.g. science, music, home economics, (English)
• subjects decided by the central Ministry of Education
(MEXT) in a Course of Study updated every decade or so
• each pupil's performance is kept in a teaching-learning
record; reports are issued to parents each term
• textbooks are provided free of charg, and children carry
school bags called randoseru
• most schools do not have uniforms, but some do

Primary Schools

Ch. 2: Groups and individuals at
primary school

Primary School in Japan:
Words #1
• nakama 仲間 group of people naturally
belonging together
• uchi 家, 内 primary group one belongs
to and identifies with
• tomodachi 友達 friend
• attakasa 暖かさ warmth
• yasashisa 優しさ kindness
• han 班 small group organization
• seikatsu han 生活班 daily life small group
• kyuushoku han 給食班 lunch group
• kakari han 係班 extra duties group
• nitchoku touban 日直当番 daily monitor

Primary School in Japan:
Words #2
• nisshi 日誌 class diary
• gakkyuu kai 学級会 class meeting
• wakare kai 別れ会 farewell party
• zen-in asobi 全員遊び everyone playing together
• sotsugyou happyou kai 卒業発表会 graduation show
• sotsugyou shiki 卒業式 graduation ceremony
• ganbari nooto 頑張りノート trying-your-best notebook
• jibun o kitaeru hi 自分を鍛える日 days for self-discipline
• mokuhyou 目標 goal
• katamaru 固まる making a hard lump or clique
• matomeru まとめる coherent, collected, in order, united
• joushiki 常識 common sense

Main References
Benesse Educational Research and Development Institute (2016).
Research on home education: From early childhood to first grade of
elementary school (longitudinal survey). Tokyo: Benesse.
City of Yokohama. (Summer 2015) NakaWard Town News.
Erikson,T. H. (2015). Small places, large issues:An introduction to social
and cultural anthropology. London: Pluto Press.
Giddens, A. (2009). Sociology (6th ed.). Cambridge: Polity Press.
National Institute for Educational Policy Research (NIER) (2011).
Preschool education and care in Japan. Tokyo: NIER.
National Institute for Educational Policy Research (NIER) (2011).
Primary schools in Japan. Tokyo: NIER.
Organization for Economic Co-operation and Development (2016),
OECD family database. Retrieved from
http://www.oecd.org.els/family/database.htm
Scott, B. M., & Schwartz, M. A. A. (2006). Sociology: Making sense of the
social world (2nd ed.). Pearson.

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