Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten

Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten

• Tam, Po Chi Pansy The Education University of Hong Kong

Contemporary Issues in Early Childhood, 2021

SAGE Publications

2021

• D Curriculum
  • DC Pre-Primary Education Programmes
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Drama-Integrated Curriculum Learning Through Play Pedagogy of Play Process Drama

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).

• English

Journal Articles

• 14639491

• 10.1177/14639491211060559

https://bibliography.lib.eduhk.hk/en/bibs/2039bd7d

2022-01-05