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The purpose of this study was to examine the concept of "hansei" (introspection) among teachers, parents, and other relatives of Japanese kindergarteners. The data came from essays written by Japanese adults. The data analysis revealed that the concept of "hansei" encompassed self-evaluation, improvement, and morality. The implications for education and teacher education resulting from the study were presented. (Contains 1 table.)

Early childhood teachers' understandings of play were examined in a qualitative comparative study of 41 Japanese and 41 American participants. Qualitative analysis of the data yielded five themes: the power of living, the opportunity to learn and to develop, fun activities, child's work, and the opportunity to explore nature. Two themes emerged in regard to the meaning of play for adults: enjoyable and voluntary activities and child's play. Finally, we identified two themes regarding playfulness: state of heart and fun feelings. Teachers in both nations used rhetoric that is congruent with the current Zeitgeist of developmentally appropriate early education. One theme that differentiated the groups was the notion that play is children's work. While several Americans mentioned this slogan, this was not the case for the Japanese participants. In contrast, the theme of play as the power of living was more representative of Japanese teachers' understandings of play, and this reflects the philosophy set forth by the Japanese Ministry of Education, Culture, Sports, Science, and Technology. (Contains 3 tables.)

Interviews were conducted with 28 kindergartners, their teachers, and their director to examine Japanese children's moral development. Qualitative analysis of interviews revealed three themes related to moral development: social system morality, emotions, and responsibility. Children made moral decisions based on social system morality encompassing laws, justice, duty, and social rules. Emotions such as empathy and anger influenced children's moral reactions to dilemmas. Eight children emphasized responsibility in moral judgments. (KB)

The relationship between playfulness and creativity was examined among preschoolers in Japan. Statistical data analysis indicated no relationship between playfulness and creativity. Because teachers described some non-playful children as playful because of an internal playfulness that manifested in one-on-one interaction, qualitative data analysis showed that such a relationship may exist. Cultural differences in assessment of creativity were considered. (JPB)

Examined the Japanese concepts of "sunao," a quality of docility or cooperativeness in kindergarten children, age 6 and a half years old, from the viewpoint of children themselves. Examined how Japanese adults promote their children's internalization of parental, group, and institutional norms. Discusses the role of "sunao" as a fundamental characteristic of the child, and its relation to the child's autonomy and peer relations. (JPB)