kodomotati ha suberidai to buranko de genki ni asonde imasu.

Questions & Answers about kodomotati ha suberidai to buranko de genki ni asonde imasu.

Why are there spaces between the words?

In normal Japanese, sentences are usually written without spaces.

So this sentence would normally appear as:

子供たちは滑り台とブランコで元気に遊んでいます。

The spaces here are just a learning aid, so it is easier to see the different parts of the sentence.

What does 子供たち mean, and why is たち added?

子供 means child or children, depending on context.

たち is a common suffix that makes it clear you are talking about more than one person, so:

  • 子供 = child / children
  • 子供たち = children

A useful thing to know is that Japanese does not always mark plurals as strictly as English does. Even 子供 by itself could sometimes mean children if the context makes that clear. Adding たち just makes the plural idea more explicit.

What does the particle do in this sentence?

marks the topic of the sentence.

So 子供たちは means something like:

  • As for the children, ...
  • The children are ...

It does not work exactly like the English subject marker, but in many simple sentences it feels similar to the children at the start of an English sentence.

Here, it tells you that the sentence is talking about the children, and then the rest of the sentence says what they are doing.

Why is used between 滑り台 and ブランコ?

means and when it connects nouns.

So:

  • 滑り台とブランコ = the slide and the swings / swing

This use of usually gives a complete list of the items being mentioned.

A learner might compare it with , which is looser:

So this sentence specifically names the slide and the swing(s).

Why is used after ブランコ?

Here, marks the place / setting / means connected to the action 遊ぶ.

So 滑り台とブランコで遊ぶ means something like:

  • play on the slide and swings
  • play with the slide and swings
  • play at the slide and swings

The exact English translation depends on context, but the key idea is that tells you where or using what kind of setting the action happens.

This is a very common pattern:

  • 公園で遊ぶ = play in the park
  • おもちゃで遊ぶ = play with toys

In this sentence, the children are playing at/on/with the playground equipment.

What does 元気に mean here?

Here, 元気に means something like:

  • energetically
  • lively
  • full of energy

You may have learned 元気 as healthy, well, or fine, as in 元気です. That is correct. But when it is used with a verb like this, it often describes how someone does something.

So in this sentence, it does not mainly mean healthy. It means the children are playing in an energetic, lively way.

Why does 元気 become 元気に?

Because 元気 is being used adverbially here: it describes how the children are playing.

With a な-adjective like 元気, you add when it modifies a verb:

  • 元気な子供 = energetic children
  • 元気に遊ぶ = play energetically

So:

  • 元気な
  • 元気に
    • verb

That is why the sentence has 元気に遊んでいます.

What form is 遊んでいます?

遊んでいます is:

  • the て-form of 遊ぶ遊んで
  • plus います

Together, ~ています often expresses an ongoing action.

So 遊んでいます means:

  • are playing
  • is playing

It is also the polite form. The less polite/plain version would be:

  • 遊んでいる

In this sentence, 遊んでいます is best understood as the children are playing right now.

Why is the verb at the end of the sentence?

Because Japanese normally puts the main verb at the end of the sentence.

So the structure is roughly:

  • 子供たち = the children
  • = topic marker
  • 滑り台とブランコで = on/at the slide and swings
  • 元気に = energetically
  • 遊んでいます = are playing

Japanese word order is more flexible than English because particles show each part’s role, but the verb usually comes last.

Also, adverb-like words such as 元気に often come before the verb they modify, which is why it appears before 遊んでいます.

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How do verb conjugations work in Japanese?
Japanese verbs conjugate based on tense, politeness, and mood. For example, the polite present form adds ‑ます to the verb stem, while the past tense uses ‑ました. Unlike English, Japanese verbs don't change based on the subject — the same form works for "I", "you", and "they".

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