Relationships, Rules, and Responsibilities: Learning in Japanese Kindergartens

Abstract

In this study, we are looking for insights into children’s learning in Japanese kindergartens from the perspectives and experiences of kindergarten teachers and children. Combining research on early childhood education in Japan and the capabilities approach, the findings indicate that children’s learning is situated within a dynamic praxis, involving relationships, rules, and responsibilities. The study argues for the utility of going beyond children’s agency and free choice to explore the structural, functional, and relational contexts which give rise to them.

Keywords:

• Capabilities approach
• Japanese early childhood education
• relationship
• responsibility
• rule

Acknowledgments

We wish to thank Min Guo for the useful suggestions he has made to the data analysis and findings of the research.