Skills That Grow Through Play
Hello, I’m Saori. It’s been three and a half years since we moved to Penang, Malaysia. My eldest daughter, Hikari, is about to turn eight, and my son, Zen, is five. Both attend a local international school.
Lately, I’ve been reflecting on the biggest difference between Japanese and Malaysian education. I think it might be the approach to “play.”
The Difference in Playtime Between Japan and Malaysia
Back in Japan, when Hikari was in preschool, I used to ask her every day, “What did you learn in your extracurriculars today?” Piano, swimming, English. Her schedule was packed, and play was treated as “free time.”
But her current school is different. “Play” is deeply integrated into the lessons. What struck me most was when Hikari was in first grade. During math class, they played a “number hunt game.” They learned addition naturally while searching for number cards hidden around the schoolyard. Instead of sitting at a desk doing drills, they learned by moving their bodies.
In Zen’s class, they learn about shapes through block play. It’s not so much “learning through play” as “play itself is learning.”
Moments When Non-Cognitive Skills Grow
In the world of education, “non-cognitive skills” are often discussed these days. Perseverance, curiosity, cooperation, and the ability to see things through. These can’t be measured by test scores, but they are said to greatly influence success in life.
What I feel in Malaysia is that there’s an environment where these non-cognitive skills develop naturally.
For example, Hikari worked on a school project where her group had to build an “ideal house.” At first, they clashed over ideas. But the teacher didn’t intervene right away; instead, they gave the children plenty of time to discuss among themselves. As a result, Hikari took the lead and managed to bring everyone’s opinions together.
These kinds of experiences are absolutely impossible to gain from worksheet-based learning alone. The ability to compromise with others, to express one’s own opinions, and to see things through to the end—I can feel these skills gradually developing through play and projects.
The Importance of Parents Changing
Honestly, I was anxious at first too. “Is she really studying?” “Is she falling behind kids in Japan?” But at some point, I realized something.
Japanese education focuses on “increasing what you can do.” But what’s valued in the international community is the attitude and thinking ability of “how to overcome what you can’t do.”
Once, Hikari was down because she couldn’t remember Malay vocabulary words. If we were in Japan, I might have said, “Let’s practice more.” But now, I can say, “How can we remember them? Let’s think of a game together.”
When a parent’s mindset changes, the way they see their child changes too. Instead of only looking at scores and results, I now have the space to focus on what skills are being cultivated in the process.
What Penang’s Environment Brings
Penang is rich in nature and a perfect environment for outdoor play. After school, Hikari and Zen often play at the neighborhood park. They play soccer with local children or collect nuts. Even without perfect language skills, I’m amazed to see them communicate with smiles and gestures.
I truly feel that these experiences are nurturing their cross-cultural understanding and empathy. It’s real learning that can’t be gained inside a classroom.
The Reality of Costs
Of course, an educational migration comes with costs. The annual tuition for international schools in Penang is roughly between 800,000 and 1,500,000 yen (approximately $5,300 to $10,000 USD). Compared to private elementary schools in Japan, it’s not necessarily expensive.
The exchange rate is a concern. As of May 21, 2026, 1 Malaysian Ringgit equals 39.99 yen. With the yen being weaker than before, costs might feel higher. Still, considering the quality of education gained, I believe it’s well worth it.
In Conclusion
When considering an educational migration, it’s easy to focus on “academic ability” or “English skills.” But it’s not just about that. The skills nurtured through play, the ability to connect with others, and the power to think and act independently—I strongly feel that these invisible qualities are what the future demands.
Watching Hikari and Zen grow, I find myself re-evaluating what education truly means every day. I am deeply grateful for Malaysia’s education system that values play.
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