This documentary really made me re-evaluate when I saw how differently the Japanese pre-school teacher treated her class from what I expected in the U.S.

She was totally hands off during playtime, letting the kids police themselves, hit each other, and figure out who to shun on their own, like a 4yr. old lord of the flies scene. It all sounds bad, but go see it. It actually made me step back and listen to my kid's interactions more than get involved. Age 4 kids can often work it out without adults. Pretty cool!

This is different from the ratio question Elisa is posing, but heck, I'm open to learning why a higher ratio could be better. They're probably right from a whole different angle that I haven't considered.

that Madeline goes to, is a teaching lab.  So, the child to teacher ratio is really low...2:1.  I'm quite pleased with the school and even though it's not Reggio-Emilia or Montessori, it gives her an opportunity to experience what school will be like.  There's a decent amount of structure... something she'll have to get used to for kindergarten.  

I think a lot of parents prefer a low child to teacher ratio (especially at the preschool age), because they are afraid something might happen if the teacher is otherwise occupied. Also, it's got to be easier for a teacher to handle a smaller amount of students.  I'm guessing it also helps to stave off teacher burnout as a result.  

I was not familiar with the way Japanese preschools were run.  Very interesting.  I don't think I'd be comfortable with that format myself.  I co-teach our UU Sunday School preschool class and some days we have a lot of kids in the room.  Even then, we have parent volunteers stay and the ratio never gets any higher than 1:4.  We let the kids do a lot of free play and try not to intervene unless there's hitting or a temper tantrum involved.  

I think that our culture has such variety in teaching preschoolers how to behave, more teachers are needed  to maintain order and coax kids into classroom behavior. On the other hand, Japan places high cultural value on conformity, so one can assume that they are more schooled in that at home.

Personally, I think the smaller classes are needed because of the small number of real behavioral problems that show - I certainly recall my son's public kindergarten class, with one kid so belligerent that he had to bed down away from other kids, next to the entrance to the class, for naptime. He would grab pillows, teddy bears, etc. and I don't think he improved all year.

There is no way this would work at our school, particularly given that nearly half of the kids are  English learners. There is also dramatic variation in how well prepared the kids are. Some are writing their names and reading, and some are being introduced to the idea of a pencil.

There's a big difference between a 5 year old and a 3 year old, or if live where I live, 2.5 years old which is when preschool programs start.  That could play in.

I also wonder if they kick more kids out?

I can't imagine 30 4 year olds in a room trying to get something done with one teacher.

I think sometimes it would do younger children good to be in large group situations to get a different perspective. That said, an all day classroom situation with 30 toddlers seems a bit much. I think chun yang hit the nail on the head with the strong emphasis on conformity.

at the elementary level and above.  My school system is very focused on small class sizes (my oldest typically had about 15 in her elementary school).  Small class sizes are great if all your teachers are truly qualified.  What it meant for my daughter was a lot of mediocre teachers, none of whom knew math well enough to teach it.  Unless there is some untapped source of highly skilled teachers with subject area expertise, small class sizes means that a lot of kids get a teacher who can most generously be described as "adequate."  

Preschool is a different animal altogether, and I loved the tiny classes my kids attended.  Warm, loving and attentive with lots of opportunity for creative play, physical activity, music, books and art.  

I think kids need to be taught proper socialization. Otherwise some of the worst qualities and tendencies are rewarded in an unsupervised environment. Kids don't shun other kids for wholly rational or "good" reasons-- my 4 year old kid was ridiculed by other kids for bringing red pepper slices in his lunch, so now it's cukes, carrots, or nothing. If we leave the development of a preschooler too much in the hands of other preschoolers? I shudder.