This article explores the masculine practice of elementary schoolboys and it's embodiment in their play activity and conversation.
　In Japan, most scholars of Men's Studies have adopted the Social Learning Theory of sex role, which argues that children learn appropriate behavior and attitudes through various sanctions from their parents and others, and through watching television and reading books. Internalization of masculine norms and values, such as "boys must not cry", has often been assumed in these studies. Generally, gender studies, including Women's Studies in Japan have accepted this kind of socialization theory.
　In contrast with these arguments, this study places great importance on child-peer interaction and tries to understand young boys' masculine speech and behavior as useful "social skills" in their interaction.
　The data is based on participant observation of boys and girls aged six to nine in a child care center in Kyoto city over six months in 2002. It was found that children mostly play segregated into groups of boys and girls. With reference to anthropologist Majorie Goodwin's work, an investigation of how boys and girls design directive and response was conducted. The results are as follows.
　Boys often make their directives emphasizing hierarchical arrangements among members. Imperative forms such as "yamero(stop)" and aggressive terms are used to construct asymmetry participant structure. It can be observed that leaders frequently instruct other team-mates in aggravated forms, denouncing their skills in the team games that young boys like to play. These practices are conducted with self justification in order to win the game. In these cases, thoughtfulness is not expressed between playmates, and boys of lower status also try to assert themselves as strongly as possible. Therefore, masculine behavior is practiced and learned not only because of social norms, but also because of its usefulness in social activity and interaction.
　This study shows the process whereby masculine plactice is constructed as social skills and emphasizes the importance of ethnography of social activity and practice for gender studies.

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