Each Country Asked at www.japanese-home-gardens.com

As part of a wider questionnaire concerned with their life in class and at school, pupils in each country asked country were asked six multiple choice questions about their conception of themselves as being English or French. They were asked to agree or disagree with statements intended to assess their feelings of national pride, the extent to which they identified themselves with their country and had a sense of 'belonging' to it, the importance they attach to having a particular nationality, how well they feel their primary schooling has prepared them for future citizenship in their society, the degree to which they have been explicitly taught about the multicultural character of the country, and how far they believe they are part of a country in which everybody is equal. The results are shown in Tables 12.1-12.6, and although they arise out of a study of ten and eleven year olds, it is important to bear in mind that they represent the outcomes of processes underway during the preceding years of infancy and early childhood.

The results in Table 12.2 provide an even starker contrast. French pupils seem unequivocal in their identification of themselves with approaches. As part of a wider questionnaire concerned with their life in class and at school, pupils in each country asked country were asked six multiple choice questions about their conception of themselves as being English or French. They were asked to agree odisagree with statements intended to assess their feelings of national pride, the extent to which they identified themselves with their country and had a sense of 'belonging' to it, the importance they attach to having a particular nationality, how well they feel their primary schooling has prepared them for future citizenship in their society, the degree to which they have been explicitly taught about the multicultural character of the country, and how far they believe they are part of a country in which everybody is equal. The results are shown in Tables 12.1-12.6, and although they arise out of a study of ten and eleven year olds, it is important to bear in mind that they represent the outcomes of processes underway during the preceding years of infancy and early childhood.

When asked what made it come out she thought for a while and thei. said that it came out because there was no gravity inside the circle, so the sound floated up. She obviously has some familiarity with the idea of gravity and weightlessness, but had incorrectly applied these ideas to a 'new' situation. In another example where children are asked to give suggestions to explain phenomena that might be an example of an occurrence that could not be seen (Knaggs 1989, p. 27), Reception children were discussing plants and how they grow. When asked when he thought that plants grew, Donald said 'At night'.