What helps preschool teachers grow: Lessons from China, Japan, and the United States. A new comparative study explores how local cultures and professional systems shape—or hinder—the learning and development of preschool teachers in these three countries.
Preschool teachers are essential in shaping a child’s earliest learning experiences, laying the foundation for their academic, emotional, and social development. Despite their crucial role in a child’s lifelong learning journey, preschool teaching as a profession is often undervalued and overlooked. This is especially true when it comes to understanding how these educators themselves learn and improve over time. Unlike other levels of education that benefit from established frameworks for teacher development, early childhood educators are frequently excluded from such discussions, both academically and institutionally.
To better understand and address this challenge, Associate Professor Akiko Hayashi of Keio University in Japan offers a rare cross-cultural perspective. In a study published online in Comparative Education on May 14, 2025, she examines how different professional development systems—shaped by national culture, policy, and practice—either support or hinder the professional growth of preschool teachers in various countries. Dr. Hayashi conducted a long-term, comparative study of preschool teacher development in Japan, China, and the United States, using a method called video-cued ethnographic interviewing.
“The biggest challenge of this research is to provide strong evidence that preschool teaching is a legitimate profession requiring a specific set of professional skills,” says Dr. Hayashi. “Unfortunately, in the academic world, preschool teaching isn’t always recognized as a field of professional expertise. This lack of recognition often leads to its undervaluation and limited interest among researchers.”
Key takeaways from the study
In Japan, teacher development is deeply rooted in hands-on classroom experience and communal learning. Most learning occurs through practical experience and reflection, rather than relying on formal training or workshops.
In China, professional development is more structured and hierarchical. Teachers receive mentorship, are evaluated, and are expected to adopt proven methods. Growth is encouraged through rankings, competitions, and formal evaluations, where external motivation plays a significant role. This system promotes rapid skill development and career advancement through clear pathways and institutional oversight.
In the United States, teacher development is largely self-directed. Many American teachers expressed concern that top-down efforts to standardize teaching limited their creativity and independence. Instead, they often take the initiative to improve their practice through informal methods, such as observing experienced colleagues, trying new approaches, and taking additional courses. While some pursue further education to meet job requirements, many do so out of a genuine desire to enhance their teaching skills.
Picture: Beginning preschool teacher (Gemini)
