A co-constructed picture of learning in play by teachers and parents

A co-constructed picture of learning in play by teachers and parents

• Wu, Shu Chen The Education University of Hong Kong

Journal of Early Childhood Research, 2020

SAGE Publications

2020

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Beliefs Learning in Play Multivocal Coconstructed Picture Practice and Policy Sociocultural Representation Teacher and Parents Perspectives

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

In discussions about how to implement learning through/in/at play, there is still not a commonly agreed view. This qualitative study investigated Chinese teachers’ and parents’ perspectives on learning in play to attain a co-constructed picture of learning in play through real classroom practices and perceptions using the Mosaic approach. Fourteen teachers and six parents took part in this study. Among the participants, six kindergarten teachers were interviewed to obtain their perspectives on learning in play. They assisted the researchers in the selection of exemplary play episodes, which were filmed in their own classrooms. Four three-minute videos containing the largest amount of learning elements based on the teachers’ views were selected for further in-depth focus group discussions. The selected multivocal video-cued interview clips were shown to eight other teachers and six parents in focus groups to elicit their perspectives on learning in play. The co-constructed picture of learning in play that emerged included discipline in the classroom, more difficult and complicated learning matters, more freedom to play, and teachers’ intervention to facilitate children’s learning in play. The findings revealed different social representations of learning in play in the Hong Kong context, the contributions of which are important and useful for professional education practices and curricular policy currently undergoing reform. Copyright © 2020 The Author(s).

• English

Journal Articles

• 1476718X

• 10.1177/1476718X20971316

https://bibliography.lib.eduhk.hk/en/bibs/65a113dd

2021-05-20