Author Note:
I would like to thank Editage (www.editage.jp) for English language editing. This work was supported by the Froebel Trust under Grant [number RCH-AP-00271-2021-G].
All photos except that of Tokyo Station are courtesy of Ochanomizu University Kindergarten.
Disclosure Statement:
No potential conflict of interest was reported by the author.
Notes
1 The Subcommittee on Curriculum of the Bureau of Education Committee of the International Kindergarten Union. (1919). The Kindergarten Curriculum. Washington Government Printing Office.
2 Tsumori, M. (1979). 子ども学のはじまり. [The beginning of a child study]. Froebel-Kan.
3 Woods, A. (Ed.). (2017). Child-initiated play and learning: Planning for possibilities in the early years. Routledge.
4 Kurahashi, S. (1935). 幼稚園保育法真諦. [The essence of kindergarten practice]. Toyo Tosho.
5 Wallas, G. (1926). The art of thought. Solis Press. Reprinted 2014.
6 Nishi, R. (2023). 遊び・イメージ・関係性 (1) 誘導保育の原点に見るイメージの役割と意義. [Play, image, and relatedness (I) The role and significance of images in the origins of yudo-hoiku: The practice of a child-centered pedagogy in a Japanese kindergarten in the 1930s.] 幼児の教育, 122(1), 52-59.
7 Langs, R. (1976). The bipersonal field. Jason Aronson.