Japanese teachers consider clean-up time to be the group's responsibility, and they rely on the use of music and encouragement to make clean-up time an appealing activity. The children's positive feelings also may be partially explained by the fact that teachers consider clean-up time to be an extension of play, saving toys and activities for the next day so children may enjoy them again. Teachers use the "han" (group) to help children find peer-based rather than teacher-based methods of dealing with breakdowns in cooperative work. In each "han," children are divided into small groups of 4 or 5 children, and members of each "han" are responsible for their peers in the group. If "han" members fail to work together, teachers will encourage children to find the solution to problems by directing them to suggest a pragmatic strategy for eliciting cooperative behavior instead of using criticism or peer pressure. According to the author, to minimize the impression of their control, teachers delegate authority to children and encourage them to manage their own problems without teacher intervention. Teachers use both music and encouragement to promote children's involvement in various activities and tasks. All preschool teachers are required to be skilled in playing the piano, and they use music rather than spoken words to signal any transition time. These children's positive feelings about cleaning appear to be associated with teacher guidance. The teachers do not force children to engage in clean-up time, yet simply perceive it to be the group's responsibility and make it appealing.