Observed differences between early childhood programs in the U.S. and Korea: Reflections of “developmentally appropriate practices” in two cultural contexts

Ninety children from South Korea and 119 children from the United States were observed in early childhood programs, and differences in classroom environments and teachers' and children's behavior in the two countries were identified. In both countries, there was evidence that preschool education is guided by ideas about “developmentally appropriate practice”. However, in Korea, education was also influenced by Asian values. In line with developmentally appropriate practice, in the U.S. child–teacher ratios were lower, teachers were more personally involved with individual children, more opportunities for peer interaction were provided, there were more varied materials for gross motor activities and sociodramatic play, and children were judged to be more socially competent and to have fewer emotional and behavior problems. In Korea, teachers expressed more traditional attitudes toward educational practices, children spent more time in skills and drills, there were more varied materials for math and music, children exhibited greater self-reliance and sustained attention, and the classroom climate was more harmonious.