Abstract
Extensive research in early childhood education and care (ECEC) has highlighted the importance of deepening play experiences. However, as Satoji Yano notes, understanding play solely through a means–end relationship can limit its scope and diminish its intrinsic depth as a unique, singular experience. Building upon this existing body of knowledge, this research aimed to develop a theory of play that centers around children’s perceptions of deepening play. A clinical pedagogical approach to ECEC practice was proposed on the basis of Yujiro Nakamura’s theory of common sense. Common sense is understood as a threefold concept: an integrated sense that extends beyond the traditional five senses, a locus for imagination, and a sense of place (topos). This study illuminated how these dimensions contribute to the enriching process of deepening play. Finally, the concept of “bricolage of common senses” was presented as a vital perspective for understanding ECEC practices that promote profoundly deeper play experiences.
