You Are Not the Boss of Me: How Japanese Teachers Delegate Authority to Children Through Play

Abstract

The word “play”—a concept universally associated with childhood—is used countless times each day by early childhood educators, parents, and children themselves around the world. However, its meaning, purpose, and relationship with child development and learning are anything but universally accepted. Many cultures view play as vital for fostering the development and future learning of children. Others, such as the Japanese, understand play more as something that should be appreciated for what it is in the present, without regard for future-oriented aims or potential impact. The role of teachers in the play process, whether as observers, facilitators, or even participants, is also the subject of much debate. In light of the growing global emphasis on child-centered education, an exploration of these diverse perspectives can help early childhood educators to reflect on their own beliefs, values, and assumptions related to this quintessential childhood pursuit.