Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience

Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience

• Cheng, Doris Pui Wah Dept. of Early Childhood Education, Hong Kong Institute of Education

Asia-Pacific Journal of Teacher Education, 38(1), 69-82, 2010

Routledge

2010

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FH Classroom Communication

Early Childhood Education Pedagogy Teacher Learning Teaching and Learning Through Play Practical Knowledge Early-Childhood Education & Educational Research

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing 'learning through play' in the classroom.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13598660903474163]

• English

Journal Articles

• 1359866X

• 10.1080/13598660903474163

https://bibliography.lib.eduhk.hk/en/bibs/2c5e6d01

2010-11-28