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Perspectives of Play in Three Nations: A Comparative Study in Japan, the United States, and Sweden
Abstract
This reflective paper discusses findings about differences and similarities in perspectives on play among early childhood educators in Japan, the United States, and Sweden. Analysis of survey data collected from educators in those nations yielded six themes regarding the meanings and uses of play: (1) process of learning, (2) source of possibilities, (3) empowerment, (4) creativity, (5) child’s work, and (6) fun activities. Processes of learning, fun activities, and creativity were the universal themes of play that emerged during analysis. Japanese and Swedish teachers related play to the theme source of possibilities, but American teachers did not. The theme play as child’s work was represented in the American and Swedish teachers’ notions of play but not in those of the Japanese teachers. The theme of play as empowerment differentiated Japanese teachers from the others. Japanese and Swedish teachers reported offering unstructured play to children, while their American counterparts did not. Two themes emerged in the participants’ responses regarding adult play: “state of heart” (state of mind) and positive feelings. Although American and Japanese teachers associated playfulness with a “state of the heart/mind,” their Swedish counterparts did not indicate such associations. Teachers from all three nations did, however, agree that playfulness involves and promotes positive feelings.
... Yet reviews of ECEC teachers' beliefs reveal considerable variation internationally (Bubikova-Moan et al., 2019). Few studies (e.g., Izumi-Taylor et al., 2010;Rengel, 2013;Peterson et al., 2018) have quantified ECEC teachers' play beliefs using a validated scale, or sought to examine intra-cultural variation of beliefs that would help policy makers target interventions for changing teachers' beliefs, and, ultimately practices to improve the quality of ECEC (Bubikova-Moan et al., 2019, p. 779). In this endeavor, from a bioecological approach (Bronfenbrenner and Morris, 2006), it is also necessary to consider the influence of socio-cultural contexts (Hedegaard, 2009) and teachers' personal experiences (Ivrendi, 2017) on play beliefs. ...
... Ivrendi's (2017) study showed that experienced teachers were busy with tasks unrelated to children's play more often than less experienced teachers. In addition, cross-culturally comparative studies have indicated that ECEC teachers with different cultural backgrounds emphasize different characteristics and significance of children's play (Izumi-Taylor et al., 2010;van der Aalsvoort et al., 2015). For example, none of the Japanese ECEC teachers in Izumi-Taylor et al. (2010) linked play to academic learning but teachers in the United Kingdom, United States, Germany, and Sweden did. ...
... Research focused on cross-cultural variation in ECEC teachers' beliefs on children's play has detracted from examination of intra-cultural variation in extant studies (Izumi-Taylor et al., 2010;Rengel, 2013;Peterson et al., 2018). For this reason, the current study draws on a person-centered approach to focus on the diversity in ECEC teachers' beliefs toward children's play in China and examine its relations to their backgrounds. ...
Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers’ play beliefs profile and explores its association with teachers’ backgrounds (e.g., teaching experience, education level) in a sample of 674 Chinese teachers in Fujian, China. Participants completed an adapted form of the Parent Play Belief Scale, the Chinese Teacher Play Beliefs Scale (CTPBS), to report their beliefs regarding young children’s play and early academics. Latent profile analysis (LPA) revealed 91% of teachers exhibited high Academics over Guided Play (AGP) and low Free Play and Socio-Emotional Skills Support (FPSSS), whereas only 9% were high in both factors. Teachers with a decade or more teaching experience were more likely to belong to the high AGP and low FPSES profile. The findings indicate that the majority of Chinese ECEC teachers value guiding play to academic skills more than they do facilitating free play for socio-emotional skills. Professional development focused on balancing guided with free play may be necessary for the majority of Chinese ECEC teachers to catch up with the zeitgeist of contemporary international research and policy on intentional teaching in play.
... Despite ambiguity surrounding the construct of play it has a central role in many early childhood curricula (Aistear, High/Scope, Te Whãriki, Early Years Foundation). Teachers' understanding and conceptualisations of play are likely to inform classroom practice (McInnes et al., 2011;Wood and Bennett, 1998) with studies indicating that teachers view play as fun (Izumi-Taylor et al., 2020;Rentzou et al., 2019), creative and imaginative (Rentzou et al., 2019), social (Izumi-Taylor et al., 2010;Rentzou et al., 2019) and having a level of child autonomy (Rentzou et al., 2019). ...
... Responses reflected culturally universal characteristics' including: fun and enjoyment(Izumi-Taylor et al., 2010;Rentzou et al., 2019); creativity and imagination(Rentzou et al., 2019); social(Izumi-Taylor et al., 2010;Rentzou et al., 2019) and; child autonomy(Rentzou et al., 2019). Teachers recognised the role of play as both a vehicle for formal learning and wider development. ...
... Responses reflected culturally universal characteristics' including: fun and enjoyment(Izumi-Taylor et al., 2010;Rentzou et al., 2019); creativity and imagination(Rentzou et al., 2019); social(Izumi-Taylor et al., 2010;Rentzou et al., 2019) and; child autonomy(Rentzou et al., 2019). Teachers recognised the role of play as both a vehicle for formal learning and wider development. ...
The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ practices surrounding play upon returning to school in Ireland after lockdown restrictions which included a six-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic (O'Keeffe and McNally, 2021), this qualitative study examined the practices of 12 primary school teachers in early childhood classrooms (children aged 3-8 years). Through reflexive thematic analysis of three focus groups, four themes were identified that encapsulated teachers’ practices regarding play in the early childhood classroom upon returning to school following school closures: 1) play was more organised and structured (i.e. teachers planned for play); 2) teachers incorporated COVID-19-specific regulations around health and safety into play practices (3) play in the classroom embodied similar characteristics and qualities as pre-COVID-19; and 4) play was a recognised priority in the early childhood classroom. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and indicate that play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.
... This study strengthens Eloff's (2008) which indicated that happiness could be acquired from recreational activities such as fun activities, vacations, sports, watching television, playing video games, observing animals, and spending time with pets. In addition, early childhood educators in Japan, United States, and Sweden agreed that playing is a pleasurable activity (Izumi-Taylor et al., 2010) and results in children's happiness. ...
... This result is in line with previous studies which associates playing and doing outdoor activities with happiness (Kurniawati & Hong, 2015;Pressman et al., 2009;Thoilliez, 2011). This also supports the argument from previous studies, which underlines the fun nature of play, and to be able to enjoy playing contributes to the well-being of both children and adults, as well as impacting the improvement of their quality of life (Goldstein, 2012;Izumi-Taylor et al., 2010). ...
Recognizing the importance of childhood happiness as a quality-of-life indicator, as well as the scarcity of studies that have been carried out concerning the happiness of children in Indonesian context, this study aims to explore the meaning, situations, and people who generate a feeling of happiness for children in Indonesian context. This research took an inductive, exploratory approach involving 46 middle childhood children as respondents (50% boys, 50% girls, Mage = 7,76). Data were collected through interviews and analyzed using a thematic analysis framework. Findings of this research revealed several themes emerge as meaning as well as sources of happiness: 1) Positive affect; 2) doing enjoyable activities; 3) receiving something; 4) achieving something; 5) relating with others; 6) having a positive physical condition; 7) performing religious activities; and 8) special days or events. Furthermore, both family and non-family members contribute a share in children’s happiness. The results confirm the findings of previous studies conducted in the context of younger children and studies in Western and Asian countries. Additional findings and suggestions for further research are discussed further in a more comprehensive manner.
... Brooker (2011b) proposes that in order to respect the cultural dimension of play, practitioners need to inquire how play and learning are perceived in the children's home environments, as well as to reconcile their expertise and knowledge with that of the cultural capital of the children and the beliefs and expectations of the parents. While it is important to understand play and its relation to learning, recognising the cultural dimensions of play and seeking ways to support play from cultural perspectives remain a significant task (Adair and Doucet, 2014;Izumi-Taylor et al., 2010). Deeper cultural understanding is also linked to issues of identity, agency and power within the social contexts of play. ...
Conventional research ethics focus on avoidance of harm to individual participants through measures to ensure informed consent. In long-term ethnographic research projects involving multiple actors, however, a wider concept of harm is needed. We apply the criminological concept of social harm, which focuses on harm produced through and affecting wider social relations, to a research project that we undertook in Malawi. Through this, we show how structural economic inequalities shape the consequences of research for the differently positioned parties involved. Specifically, we focus on dilemmas around transferring resources within three social fields: our relations with a Malawian ethics committee; our interventions in a rural community; and our efforts to engage the policy community. Each of these involved multiple and differently placed individuals within broader, multi-scalar structural relations and reveals the inadequacies of conventional codes of ethics.
... Adult's value of play may differ widely due to social and cultural influences (e.g. Izumi- Taylor, Samuelsson, & Rogers, 2010). ...
Robust data exist on the relation between play and children’s positive development. Yet, the time children devote to play has decreased in the last decades. Guided by the premise that adults’ beliefs about play are related to the way in which adults promote it, we asked 380 mothers, 89 fathers, and 83 early childhood educators in Santiago, Chile, about their beliefs about play and its relation to academic learning. Results showed similarities and differences in the value given to free and structured play and electronic activities by the three groups of participants. Participants differed in the academic value of play by socioeconomic status but agreed on the value of play in children’s academic skills. Fathers valued electronic activities more than mothers and early childhood educators. Data from this study may inform interventions and curriculum to foster play as an essential tool for child development in Chile.
... In reflecting on their experiences of facilitating play during COVID-19, teachers described play's objective and intrinsic qualities (Howard, 2019) and responses reflected culturally universal characteristics identified in the literature (e.g. Izumi-Taylor S Samuelsson and Rogers, 2010;Rentzou et al., 2019) Teachers recognised the role of play as both a vehicle for formal learning and wider development. However, four teachers described play solely in relation to development and not learning, with one teacher describing play as a break from formal learning. ...
The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.
... ECDE teachers' attitudes towards the use of play is key to child development and the utilization of play in the early childhood curriculum. A comparative study by Izumi-Taylor (2010), on the perception of play by American and Japanese teachers showed that teachers in both countries felt that play was clearly related to their cultures. The results showed that Japanese teachers taught children in classrooms that reflected an orientation to the needs of the group as opposed to the American counterparts. ...
Play strengthens all areas of child development socially, emotionally, physically, cognitively, linguistically, and literacy. Statistics in Kericho county show that 90% of ECDE teachers do not fully utilize play in ECDE centers. The aim of this study was to examine teachers' attitudes towards the utilization of play in ECDE centres in Kericho Sub-county. The study adopted Piaget's Intellectual Development Theory (1896-1980). The study adopted mixed methods based on both qualitative and quantitative techniques. The study was conducted in Kericho Sub-County. The target population was 161 head teachers and 347 preschool teachers, of whom a sample of 48 school heads and 104 preschool teachers was selected using simple random and stratified sampling techniques from each educational zone in the sub-region. Data was collected using questionnaires, interviews and observations and analyzed using descriptive statistics. The results were presented using frequency distribution tables. Qualitative data from interviews and observations were analyzed in topics and categories identifying similarities and differences that appeared. The study established that teachers in Kericho County have a positive attitude towards the utilization of play in ECDE curriculum. The teachers further indicated they believe in various aspects related to play and the ECDE curriculum. Majority strongly believe that children learn through songs, music and drama, need to make connections between concepts through play rather than learning isolated ideas, children should be involved in all-round play activities rather than work activities.
Play is a highly valued pedagogy in early learning settings around the world. Supporters of play have emphasised the benefits of this approach in promoting children’s development and learning and their alleged freedom to choose, explore, and follow their interests. Feminist research, however, has shown that play contexts can be key sites that perpetuate gender inequalities. Building on this scholarship, I apply a critical feminist lens to examine the gendered effects of a recent shift in a Canadian province towards full-day play-based learning in kindergarten. Analysis of ethnographic data collected in two classrooms reveals that not all children may benefit from play-based learning. Instead, the findings show that the play settings in this study implicitly propagated patriarchal values that upheld hierarchal gender divisions and legitimized sexist practices among children in play. Specifically, in this paper I examine the subordination of girls through role allocations in the big blocks center. Given these findings, I discuss the need for critical gender literacy and transformative action among early education stakeholders.
"Abstract: Children have mathematical understanding beginning from the early years of life. Mathematics education during these years has a significant effect on children’s future lives. Play is a significant issue in children’s lives and can be used as a way for teaching and learning. It presents a rich learning environment. In this study, therefore, we mainly focused on which mathematical concepts, skills and play types children preferred and found out mathematical concepts and skills observed in various play types children preferred while they were playing. This study was a qualitative study and 15 children from different age groups participated. The results of this study indicated that measurement related skills and number related skills were frequently used and pretend play and object play types were used mainly by children. Besides, pretend play and object play types were frequently used by children while they were using measurement and number related skills. "
School closures due to the COVID-19 pandemic have disrupted the education of 91% of students worldwide. As a critical process in supporting young children’s resilience, play is increasingly recognised as a valuable pedagogical strategy within a shifting educational landscape during the pandemic. This study reports on findings from a survey on play in early childhood education of 309 early childhood teachers during primary school closures in Ireland. Eighty-two per cent of teachers recommended play strategies to parents during remote teaching and home schooling and almost all teachers (99%) intended to use play as a pedagogical strategy upon school reopening. Teachers believed play was an especially important pedagogical tool in supporting young children’s social-emotional development, learning and transition back to school. Over a third highlighted uncertainty surrounding capacity to use play upon school reopening given COVID-19 regulations, emphasizing the need for greater guidance to support teachers’ commitment to play-based pedagogical strategies.
A study entitled 'Transforming Education in the Primary Years' by Lisa Guernsey and Sara Mead argue in building up a high-quality education system that starts at age three and extends through the third grade. They envision this as integral to a new social contract that sets forth the kind of institutional arrangements that prompt society to share risks and responsibilities of our common civic and economic life and provide opportunity and security for our citizens. Many efforts to improve the early childhood education sector have been incremental and transactional versus transformational. Guernsey and Mead argue that when educators are well-prepared, supported, and rewarded, they can form strong relationships that positively affect children's success. Prescriptive curricula are developed to support teachers who were new or struggling in a bid to guide the primary students, not to replace the professional in the classroom.
We call any activity of a person that creates anything new, creative activity. This includes the creation of any kind of inner world or construction of the mind that is experienced and observed only in humans. Looking at human behavior, we can distinguish two basic forms of construction. One form of activity can be called reproductive, and is closely connected with memory, its essence consisting in a person's reproducing or retrieving traces of previous impressions. When I remember the house in which I spent my childhood or a remote country I sometimes visit, I reproduce traces of the impressions I obtained in early childhood or at a time of a journey. In general, in all these cases this activity of mine is not creating anything new; basically, it is more or less just a return of what was.