Abstract
The Significance of Play in Teachers’ Lifelong Learning：Clues from Declaration of the
Right to Learn and Convention on the Rights of the Child
KIMMA Kuniharu
（Yokohama National University）
This study aims to clarify the significance of lifelong learning for teachers, emphasizing
play rather than the work aspect that is directly related to work. The central theme of this
study is whether improving the quality of free time for play is likely to increase the overall
quality of life and whether more free time can be demanded quantitatively. As play is important for teachers, and teachers are children’s “companions,” can we propose that teachers’ play
is a human right? We could believe that the government should guarantee that teachers have
room to play, and we will consider the recognition of the government. The basis for this consideration is Declaration of the Right to Learn (1985) and Convention on the Rights of the Child
(1989).
If we can increase the quantity and quality of free-time play as presented in this study,
play can be promoted to the core, and the overall quality of life will improve. Consequently,
working hours become the periphery that supports play, and their overall impact is unaffected
even if the amount decreases. In doing so, Declaration of the Right to Learn becomes the axis of
life as a whole, and solidifying the foundation for this axis is the guarantee of play under Article 31 of Convention on the Rights of the Child. With these international agreements as clues,
we can see that the significance of play lies in the formation of identity and personality and
that the two directions of “fun” make this possible.
Keywords：lifelong learning, play, work, Declaration of the Right to Learn, Convention on the
Rights of the Child
https://ror.org/03zyp6p76 
