Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study

Towards holistic supporting of play-based learning implementation in kindergartens: A mixed method study

• Keung, Chrysa Pui Chi The Chinese University of Hong Kong
• Cheung, Alan Chi Keung The Chinese University of Hong Kong

Early Childhood Education Journal, 47(5), 627-640, 2019

Springer Netherlands

2019

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Play Kindergarten Holistic Education Kindergarten Teachers Parent Participation in Elementary Education Curricula (Courses of Study) Teaching Methodology Educational Cooperation

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Using a holistic support framework, this study investigated teachers' conceptions of effective play-based learning development and how their perceptions of its effectiveness related to whole-child development. Data were collected from a mixed method study. A total of 286 questionnaires from 50 Hong Kong kindergartens were collected and then 29 principals, head teachers and teachers were interviewed after the completion of the survey. Results of quantitative analyses showed that school collaborative culture facilitated various aspects of children's development through the mediation of teachers' enactment of play pedagogy and home-school cooperation. Qualitative interview data also confirmed the survey results that the roles and functions of parents and teachers were significant in supporting the implementation of play-based learning in kindergarten settings. Findings of the study have shed light on the conceptualizations of effective play-based learning which are perceived by teachers as part of a school collaborative culture, teachers' enactment of play pedagogy and home-school cooperation. The practical and policy implications of the study may suggest adopting a holistic support model in the analysis and actively seeking to integrate parents, teachers and kindergartens in constructing an optimal play learning experience for young children.
[Copyright of Early Childhood Education Journal is the property of Springer Netherlands.]

• English

Journal Articles

• 10823301

• 10.1007/s10643-019-00956-2

https://bibliography.lib.eduhk.hk/en/bibs/3e778e03

2020-03-03