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The purpose ofthis study was to examine the relationship between playfulness and creativity of164 Japanese children agedfive and six in a group-oriented program. Playfulness was assessed using The Child Behaviors Inventory, teacher interviews, and observations. Creativity was measured using The Creativity Thinking-Drawing Production Test, The Drawing Test, teacher interviews, and observations. Although the statistical data analysis indicated no significant relationship between playfulness and creativity, the qualitative data analysis revealed that such a relationship may exist. However, conclusions must be qualified because analysis ofthe qualitative data revealed confoundingfactors in the concepts ofplayfulness and creativity. The teachers described some non-playful children as being internally playful, and this internal playfulness was observable in a oneto-one interaction to be manifest as joy, sense ofhumor, and active involvement. Although these internally playful children possessed a great deal ofinternal imagination, they were not able to express it externally in a group situation. The Japanese understanding ofthe concept ofcreativity also influenced teachers' views ofchildren's creativity, because creativity is not valued in the same way as it is in the us. Although the Japanese concur with American educators' concept oforiginality as one indicator ofcreativity, the Japanese place a greater emphasis on persistence as the key to a successful school life. ResumeCette etude visait aexaminer la relation entre Le jeu et la creativite chez 164 petits Japonais de cinq et six ans dans un programme d 'activites de groupe. Le Child Behavior Inventory a servi aevaluer la capacite ajouer, tandis que le Creativity Thinking-Drawing Production Test et le Drawing Test etaient utilises afin de mesurer la creativite des enfants. Creativite et jeu ont aussi ete evalues grace ades entretiens avec les enseignants ainsi que par I'observation directe. Bien que I'analyse statistique des donnees n 'indique aucune relation significative entre le jeu et la creativite, I 'analyse des donnees qualitatives a revele I'existence possible de cette relation. Ces conclusions doivent etre nuancees cependant car I 'analyse des donnees qualitatives a mis ajour des facteurs confondants dans les concepts de jeu et de creativite. Les enseignants ont decrit certains enfants qui ne paraissaient pas jouer comme ayant un imaginaire actif. Ce jeu interne pouvait eire observe lors d 'une interaction seul aseul entre I'enfant et I'educateur, et se man ifestait par de la joie, le sens de I 'humour, et une participation active al'entretien. Cependant, malgre leur grande INTERNATIONAL JOURNAL OF EARLY CHILDHOOD 33(1). ISSN 0020-7187 43 capacite d'imagination, ces enfants n 'etaient pas capables de l'exprimer ouvertement dans une situation de groupe. La comprehension japonaise du concept de creativite a aussi influence la vision des enseignants sur la creativite des enfants, car la creativite n'a pas la meme valeur qu 'aux Etats-Unis. Bien qu 'autant les e...

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Outdoor play is an important and integral part of a high-quality early childhood education curriculum. Outdoor play environments should have equipment that is safe and developmentally appropriate for the children served. The appropriate adult-child ratio should be maintained to prevent unnecessary accidents as well as provide the interaction needed to assist children in developing outdoor physical, social, and language skills. Each facility should have teachers with up-to-date CPR and first-aid training to take care of emergency situations.