Practical and conceptual aspects of children's play in Hong Kong and German kindergartens

Practical and conceptual aspects of children's play in Hong Kong and German kindergartens

• Wu, Shu Chen Dept. of Early Childhood Education, Hong Kong Institute of Education

Early Years, 34(1), 49-66, 2014

Routledge

2014

• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Play Curriculum Beliefs Chinese German

• Germany
• Hong Kong

• 1997.7 onwards

• 學前教育

This study examines the practical and conceptual dimensions of children's play in German and Hong Kong Chinese kindergartens. German (n = 24) and Chinese (n = 24) children (3-6 years) were randomly selected and videotaped during their free play for 5 min continuously on five consecutive days. Play behavior was analyzed by adopting the Parten-Smilansky play scale. Ten teachers were interviewed to elicit their views on play, learning, and play arrangements. The findings indicate that a significant difference was found between all the play categories of Hong Kong and German children. The most frequent behavior in both contexts is non-playing behavior (Non-Play), which includes completing assignments and onlooker behavior. German children show a slightly higher level in the social and cognitive dimensions of play, compared with their Chinese counterparts. Moreover, there is an association between children?s play and teachers' views on play and, to some degree, the curriculum foci. This comparative study has implications for the curricula currently under reform, based on consideration of whether play should be applied to or removed from the curriculum.
[Copyright of Early Years: An International Journal of Research and Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09575146.2013.818936]

• 英文

期刊論文

• 09575146

• 10.1080/09575146.2013.818936

https://bibliography.lib.eduhk.hk/tc/bibs/1595d2bf

2014-10-22