How do Chinese Early Childhood Teachers View Boundaries in the Creation of Childcare Environments

—Analysis of Interview Results by Watching Videos of Outdoor Play in Japanese Kindergarten—

Abstract

This study included focus group interviews with early childhood teachers from Chinese Kindergarten C after they watched videos of outdoor play activities at Japanese Kindergarten J. It broadly solicits Kindergarten C teachers' perspectives on the outdoor play scenes at Kindergarten J and the differences between the schools, compared to their own teaching practices, attitudes of agreement or opposition, etc. By having Chinese early childhood teachers reflect on early childhood care and education practices from another culture, the study examines their intentions regarding the creation of educational environments in their own country and the childcare philosophies and cultural values latent within them.