This study examines how Friedrich Froebel's (1782-1852) pedagogy was translated and transformed in Japan when the system and concept of Froebel's kindergarten arrived from the West. It examines the case of his play activity, 'papier-falten', which is known as 'origami' in Japan. Papier-falten is one of Froebel's Occupations (a series of hands-on play activities) in his kindergarten curriculum, which was designed for children's handiwork and play. Origami (paper-folding) has a long history in Japan; it originated in China and was imported to Japan in the seventh century. It has become a traditional Japanese art with cultural, religious and ceremonial significance. However, origami became a rigid pedagogical tool when Froebel's pedagogy in relation to kindergarten teaching was transferred from the West to Japan in the mid to late nineteenth century. The German concept of ear[y childhood education was integrated into the Japanese kindergarten curriculum, resulting in a dramatic transformation of Japanese origami culture. This study also explores the influence of Friedrich Froebel's pedagogy on the development of origami, not only in early childhood education but also on the current origami culture in Japan.

"Come, let us live with our children!" is the well-known motto of Friedrich Froebel. Froebel was the 'Father of the Kindergarten' and is still seen today as a heroic figure in early childhood education. Some may think that Froebel is old-fashioned; however, the current important ideas of early childhood education such as play, imagination, creativity, mathematics, music, aesthetics, science, socialisation, morality and culture, all are to be found in Froebel's theory and practice. Froebel's theory and the idea of the kindergarten travelled in the nineteenth century from Germany to the countries of Western Europe, England, and the USA before eventually arriving in Japan. Froebel's theory was adopted by many ambassadors, the so-called 'Froebelians', around the world and to a large extent laid the foundation for the current practice of early childhood education in many countries. Froebel's theory was translated and transformed by Froebelians to fit in with local ideas, culture, values and politics. Although authentic Froebel's Gifts (play materials - such as shaped wooden bricks and balls) and Occupations (a series of hands-on activities) are currently not often seen in early childhood settings, the spirit of "Come, let us live with our children!" is still alive in the hearts of early childhood educators around the world. Therefore, the everyday experience of Froebelians in the past may, in many ways, be similar to ours today. I would like to relate a Froebelian's experience of creating a kindergarten in Japan through the story of Annie L. Howe (1852-1943) and depict Howe's beliefs and values concerning the education of young children.

This chapter explores how Frederich Froebel's theory was transferred, translated and transformed on implementation by the Froebelian Annie L. Howe. Howe was an American missionary woman and was seconded to Japan by the American Board of Commissioners for Foreign Missions of the Congregational Church to establish a Christian kindergarten in Japan. The chapter highlights Froebelian theory and practice and the way in which these involve the interplay of social, political, educational and cultural conditions. In Japan, there are different types of Froebelian who transferred the ideas of the kindergarten into Japan. Japanese Froebelians were mostly men who held important posts in the Meiji government or in the Ministry of Education, and had their own views and values regarding kindergarten education. In 1889, the Glory Kindergarten and Teacher Training School were opened in Kobe by Howe. They were organised along Froebelian lines from practice developed in the USA and, importantly, were based on Christian worldviews.

I am Japanese. For half my life, I have lived in English-speaking countries and still live in one. How do I read and review The History of Education in Japan (1600-2000)? The book, in particular, encourages non-Japanese readers especially to participate in a dialogue and promote further discussion focusing on the comparative historiography of education in an international arena (pp. 159-63) - so what is my role as a Japanese reviewer?

Undōkai translates to 'sports day festival' or 'athletic festival' in Japanese, and functions as a display of athletic elements and an opportunity for outdoor play. It was developed in the mid-to-late nineteenth century as a result of social, cultural, religious and educational factors and it has become an most important school event from kindergarten to secondary education. Specifically, undōkai in early childhood education is regarded as a unique style of outdoor play which includes play, games, singing, dancing and athletic activities. Despite its sometimes teacher-centred orientation, the undōkai of today is similar to the 'play-festival' (Spielfest) devised by Friedrich Froebel for use with young children. There have been debates in recent decades about whether undōkai is good for young children. This chapter examines the development of one such child-centred undōkai as a children's play festival at a Froebelian kindergarten in Japan. The questions addressed include: What are the Froebelian educators' motivations for developing undōkai? What does the child-centred undōkai look like? And, finally, what was the process for creating the child-centred undōkai? The answers to these questions are drawn from early education contexts across time and cultures.

'Come, let us live with our children!' This is the well-known motto of Friedrich Froebel (1782-1852). Froebel was the 'Father of the Kindergarten' and is still seen today as a heroic figure in early childhood education. Some may think that Froebel is old-fashioned, however, the currently important ideas of early childhood education such as play, imagination, creativity, mathematics, music, aesthetics, science, socialisation, morality, and culture, all are to be found in Froebel's theory and practice. Froebel's theory and the idea of the kindergarten travelled in the 19th century from Germany to the countries of Western Europe, England, the USA, eventually arriving in Japan. The kindergarten was adopted by many ambassadors, the so-called 'Froebelians', around the world and to a large extent laid the foundation for the current practice of early childhood education in many countries.

This is a study of the contribution of Christian missionaries to kindergarten education in the Empire of Japan. The study concerns an American Missionary woman, Annie L. Howe (1852-1943) and her kindergarten in Kobe, Japan. Annie L. Howe had a great impact on the history of early childhood education and is still remembered as the 'Mother of Christian Kindergartens' in Japan. The study examines the practical difficulties and barriers to the dissemination of the ideas of kindergarten education and the development of a Christian kindergarten in the period 1887-1927. The themes highlighted include education and modernisation; Christian kindergartens and kindergarten education; Christianity and the Imperial Rescript on Education; and Froebelian theory and the education of young children in the Empire of Japan. Annie L. Howe's personal experience of 40 years of struggles and successes in her kindergarten yielded powerful messages regarding how teaching, learning and pedagogic discourse were developed in the Empire of Japan not just by the decisions of a Christian and kindergartner, but also by local and national pressures, education policy, the balance of political control, and culture and history.