How 'scaffolding' has been perceived as strategy for the enhancement of a democratic child-centred early childhood classroom through play? A reflection of the learning situation in Hong Kong with those in the West

How 'scaffolding' has been perceived as strategy for the enhancement of a democratic child-centred early childhood classroom through play? A reflection of the learning situation in Hong Kong with those in the West

• Lau, Grace The Hong Kong Institute of Education

The International Journal of Comparative Education and Development, 16(1), 169-187, 2014

Comparative Education Society of Hong Kong.

2014

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• P Social Context of Education
  • PB Comparative Education

Scaffolding Democratic Child-centred Play-based Early Childhood Classroom

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This paper reports data from a study about the challenges of educational reform through play carried out by three in-service preschool teachers in Hong Kong. Intending to abide with the new paradigm shift to quality teaching and learning originated from the West, these teachers tried to adopt the Vygotskian social constructivist theory and the Deweyan learning theory through the application of scaffolding technique to foster a democratic child-centred classroom through play. Case study methodology is employed in the study. The findings highlighted the differences and similarities between the types of scaffolding techniques employed and the situation on which to apply respectively by the West and those adopted in the East in the case of Hong Kong. The paper concludes with a discussion that education is a complex and complicated endeavour involving a plethora of judgments, ideologies and belief system which will affect diverse people and the "meaning" of their experiences, lives and Institutions. Implications are drawn through some reflections gained in this study. Future research work on the comparative studies on the belief system of the teachers and its relationship with the application of pedagogic approaches for a 'democratic' early childhood classroom between the East and the West is recommended.
[Copyright © Comparative Education Society of Hong Kong.].

• English

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https://bibliography.lib.eduhk.hk/bibs/50459c5a

2015-12-14