Resources:
- Epstein, A. (2014). International teacher: Choosing the best strategies for young children’s learning. National Association for the Education of Young Children.
- Hayashi, A. (2011). The Japanese hands-off approach to curriculum guidelines for early childhood education as a form of cultural practice. Asia-Pacific journal of Research in Early Childhood Education, 5(2), 107–123.
- Izumi-Taylor, S. (2016). You are not the boss of me: How Japanese teachers delegate authority to children through play. Childhood Education, 92(3), 210–215.
- National Association for the Education of Young Children. (2019). Professional standards and competencies for early childhood educators. https://www.naeyc.org/resources/position-statements/professional-standards-competencies
- Naktsubo, F., Ueda, H., & Kayama, M. (2021). Why don’t Japanese early childhood teachers intervene children’s fights? Some characteristics of the mimamoru approach. Early Childhood Education Journal, 50, 627–637.
- Nakatsubo, F., Yeda, T., Yoshida, T., Inoue, M., Nakanishi, S., & Lok-Wah, L. (2021). The educational intention behind non-intervention: A case on Japanese mimamoru approach as early childhood teachers’ professionalism. Croatian Journal of Education, 23(4), 1115–1138.