The relationship between playfulness and creativity of Japanese preschool children

The purpose of this study was to examine the relationship between playfulness and creativity of 164 Japanese children aged five 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 of the qualitative data revealed confounding factors in the concepts of playfulness 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 of humor, and active involvement. Although these internally playful children possessed a great deal of internal imagination, they were not able to express it externally in a group situation. The Japanese understanding of the concept of creativity also influenced teachers' views of children'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 of originality as one indicator of creativity, the Japanese place a greater emphasis on persistence as the key to a successful school life.