Relevant bibliographies by topics / Childrens's plays, Japanese

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Childrens's plays, Japanese'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Childrens's plays, Japanese"

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Izumi-Taylor, Satomi, Yeon Sun Ro, Jihee Han, and Yoko Ito. "Japanese and Korean Kindergartners’ Perspectives of Play Using Photos." International Journal of Educational Psychology 6, no. 1 (February 24, 2017): 45. http://dx.doi.org/10.17583/ijep.2017.2049.

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The purpose of the study was to examine Japanese and Korean kindergarteners' perspectives by asking them to photograph play and explain why their photos represent play (photo elicitation interviews). The participants consisted of 50 kindergarteners on Japan’s main island and 50 kindergarteners in South Korea. Japanese and Korean kindergartners were provided with digital cameras and were asked to photograph their views of play without adult accompaniment. Afterwards, the children were asked to describe why their photos represented play. “Can you tell me why this means play to you?” The data were analyzed using content and thematic analyses and the photos were reviewed along with children’s responses. The thematic analysis of results revealed that Japanese and Korean kindergartners’ perceptions were related to interactions with other children, pretend play, schoolyards, and toys or props. The findings of this study indicated the ways in which Japanese and Korean children’s play perceptions were related to cultural and social contexts. Implications for early childhood education were also discussed.
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SENDA, Mitsuru, Tsutomu YATA, Kouichi ASANO, and Tetsuya HONDA. "CHILDREN'S PLAY SPACES IN MODERN JAPANESE JUVENILE LITERATURE." Journal of Architecture and Planning (Transactions of AIJ) 63, no. 510 (1998): 177–83. http://dx.doi.org/10.3130/aija.63.177_3.

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Takahashi, Mayumi. "Consumers at play: negotiations of identity in a Japanese preschool." Young Consumers 17, no. 1 (April 18, 2016): 94–106. http://dx.doi.org/10.1108/yc-08-2015-00549.

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Purpose The aim of this article is to explore how young children (five year olds) collectively construct pretend identities with peers in play while using and negotiating consumer knowledge and experiences. Particular attention is given to children’s collaborative transformation of objects, ideas, places and persons, as they occur in the context of pretend play. Design/methodology/approach Data were gathered from ethnographic fieldwork in a local preschool in Japan. Two classes of five-year-old children (both boys and girls) were observed over four months. The theoretical framework highlights the dynamic and fluid interactional sphere and conversational exchanges through which pretend identities are created, negotiated and expanded. Findings In the findings, children’s construction of pretend identities is identified in terms of three characteristic forms of interaction in play: children’s reciprocal immediacy; maintaining and challenging participation; and willingness and collaboration to expand a play theme. Children’s collective construction of pretend identities indicates that playing roles means playing rules. Originality/value Through participant observation focusing of children’s perspectives and practices, this study contributes both to childhood studies and consumption studies. It also contributes to insight into how young children in the Japanese preschool experience consumer culture in a specific socio-cultural environment and how they construct peer relationships.
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Tanaka, Kyoko, Naomi Yoshikawa, Noriko Kudo, Yoshie Negishi, Toshiaki Shimizu, and Noriko Hayata. "A need for play specialists in Japanese children’s wards." Paediatric Care 22, no. 6 (June 22, 2010): 31–32. http://dx.doi.org/10.7748/paed2010.07.22.6.31.c7842.

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Cote, Linda R., and Marc H. Bornstein. "Child and mother play in cultures of origin, acculturating cultures, and cultures of destination." International Journal of Behavioral Development 29, no. 6 (November 2005): 479–88. http://dx.doi.org/10.1177/01650250500147006.

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Immigrant (Japanese and South Americans in the United States) families’ play was compared to play in families in their countries of origin (Japan and Argentina, respectively) and in a common country of destination (European Americans in the United States). Two hundred and forty 20-month-old children and their mothers participated. Generally, the play of immigrant children and mothers was similar to European American children's and mothers’ play. Japanese and Argentine children engaged in more symbolic play, whereas immigrant children engaged in more exploratory play. Likewise, South American immigrant mothers demonstrated and solicited more exploratory play than Argentine mothers. Japanese mothers solicited more symbolic play, and Argentine mothers demonstrated more symbolic play than immigrant mothers. The findings from this study provide insight into the nature of child and mother play generally and that of immigrant children and their mothers specifically and shed light on the parenting climate in which immigrant children are reared.
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Hirose, Toshiya, Naoko Koda, and Tetsuhiro Minami. "Correspondence between children's indoor and outdoor play in Japanese preschool daily life." Early Child Development and Care 182, no. 12 (December 2012): 1611–22. http://dx.doi.org/10.1080/03004430.2011.634065.

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Tsujitani, Machiko, Kiyomi Akita, Kaori Ishida, Mariko Miyata, and Yuta Miyamoto. "Variations in Staff Viewpoints regarding Children’s Outdoor Play in Japanese ECEC Playgrounds." Pacific Early Childhood Education Research Association 12, no. 2 (May 31, 2018): 57–78. http://dx.doi.org/10.17206/apjrece.2018.12.2.57.

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Taketomi, Ria. "Reading Never Let Me Go from the Mujo Perspective of Buddhism." American, British and Canadian Studies 31, no. 1 (December 1, 2018): 114–28. http://dx.doi.org/10.2478/abcsj-2018-0019.

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Abstract This essay analyzes the children’s imaginative play in Kazuo Ishiguro’s various novels, with a special focus on Never Let Me Go. Children often engage in various types of repetitive imaginative play, acting out stories about things that do not actually exist in order to avoid the pain of confronting their problems. An exploration of children’s play and the roles performed by the guardians and Madam helps us read the novel from a new perspective – the Mujo view of Buddhism. Mujo is the Buddhist philosophy which describes “the impermanence of all phenomena.” In Never Let Me Go, shadows of death weigh heavily on the reader as an unavoidable reminder of the nature of life. This brings Mujo to the Japanese readers’ minds. The Mujo view of Buddhism has imbued Japanese literature since the Kamakura Era (1185), and a reading of Never Let Me Go from the Mujo perspective sheds light on the condition of its protagonists. My analysis aims to introduce the Mujo doctrine to anglophone literary studies by foregrounding the poignancy and resilience found in Never Let Me Go.
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Miyawaki, R. "Problems with Teaching Astronomy in Japan." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 184. http://dx.doi.org/10.1017/s1323358000025522.

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AbstractBy 1989 a new curriculum in Japanese elementary and secondary schools had been devised and started. I will report on the contents of the new curriculum and point out some problems in teaching astronomy in Japan identified from the results of recent research in science education. Recent research shows that it is important to know how children’s ideas and misconceptions are constructed and what role the philosophy of science may play in shaping them.
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Lee, YingHua, Koji Takenaka, and Kazuyuki Kanosue. "An understanding of Japanese children’s perceptions of fun, barriers, and facilitators of active free play." Journal of Child Health Care 19, no. 3 (January 31, 2014): 334–44. http://dx.doi.org/10.1177/1367493513519294.

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Dissertations / Theses on the topic "Childrens's plays, Japanese"

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Horikawa, Nobuko. "Not Just Child's Play| Neo-Romantic Humanism in Ogawa Mimei's Stories." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285140.

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During the early twentieth century, Japan was modernizing in all areas of science and art, including children’s literature. Ogawa Mimei (1882-1961) was a prolific writer who advanced various literary forms such as short stories, poems, essays, children’s stories, and children’s songs. As a writer, he was most active during the late Meiji (1868-1912) to Taishō (1912-1926) periods when he was a socialist. During that time, he penned many socialist short stories and children’s stories that were filtered through his humanistic, anarchistic, and romanticist ideals. In this thesis, I analyze Mimei’s socialist short stories and children’s stories written in the 1910s and 1920s. I identify both the characteristics of his writing style and the themes so we can probe Mimei’s ideological and aesthetic ideas, which have been discounted by contemporary critics. His socialist short stories challenged the dogmatic literary approach of Japanese proletarian literature during its golden age of the late 1920s and early 1930s. His socialist children’s stories also deviated from the standard of Japanese children’s literature in the 1950s and 1960s. In this thesis, I break away from the narrow views that confined Mimei to certain literary standards. This thesis is a reevaluation of Mimei’s literature on his own terms from a holistic perspective.

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Books on the topic "Childrens's plays, Japanese"

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Yoshihiko, Sasama. Nihon kodomo no asobi daizukan. Tōkyō: Yūshikan, 2005.

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Shakespeare, William. El sueño de una noche de verano. Madrid: JM Ediciones, 2000.

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Shakespeare, William. Han yŏrŭm pam ŭi kkum. Sŏul Tʻŭkpyŏlsi: Hyŏngsŏl Chʻulpʻansa, 1996.

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Shakespeare, William. William Shakespeare's A midsummer night's dream. New York: S. French, 1995.

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Shakespeare, William. Sueño de una noche de verano. 3rd ed. Madrid: Alianza Editorial, 2011.

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Shakespeare, William. A midsummer-night's dream. Oxford: Clarendon Press, 1993.

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Shakespeare, William. A midsummer night's dream. Studio City, Calif: Players Press, 1998.

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Shakespeare, William. William Shakespeare's A midsummer night's dream. London: Hodder Murray, 2002.

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9

Shakespeare, William. Sueño de una Noche de Verano. Bucaramanga, Colombia: Fundación El Libro Total, 2009.

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10

Shakespeare, William. A midsummer night's dream. Edited by Markus Julia 1939- and Jordan Paul. Harlow: Longman, 1992.

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Book chapters on the topic "Childrens's plays, Japanese"

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Takeshi, Kensho. "Traditional Music in Japanese Music Education." In Advances in Early Childhood and K-12 Education, 94–107. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8042-3.ch006.

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The research topic deals with the development of a music education on fundamental approach of teaching shakuhachi traditional music. The shakuhachi is a Japanese bamboo flute with four finger holes in the front and one thumb hole in the back. It is a very simple instrument and is played without a reed. The purpose of the study is to investigate the extent of the interaction of traditional musical issues on Japanese music education by tracing the new music curriculum in 2019. The topic of this study is the development of a fundamental approach of teaching Japanese traditional music. The author demonstrates a basic shakuhachi training method using two to five tones in Japanese traditional children's songs, and Japanese warabeuta (traditional children's songs) and minyo (folk songs). Students study how to make sound, then they play a simple piece. Also, they will be able to study Japanese cultural background through to shakuhachi.
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Fróes, Isabel. "Play, Lege and Asobu: How the Concept of Play Is Defined in Danish and Japanese Contexts." In Young Children’s Play Practices with Digital Tablets, 7–18. Emerald Publishing Limited, 2019. http://dx.doi.org/10.1108/978-1-78756-705-420191005.

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You might also be interested in the extended bibliographies on the topic 'Childrens's plays, Japanese' for particular source types:
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