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

Research output: Contribution to journalArticlespeer-review

Abstract

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).
Original languageEnglish
JournalJournal of Early Childhood Research
Early online date11 Dec 2020
DOIs
Publication statusE-pub ahead of print - 11 Dec 2020

Citation

Wu, S.-C. (2020). A co-constructed picture of learning in play by teachers and parents. Journal of Early Childhood Research. Advance online publication. doi: 10.1177/1476718X20971316

Keywords

  • Beliefs
  • Learning in play
  • Multivocal coconstructed picture
  • Practice and policy
  • Sociocultural representation
  • Teacher and parents perspectives

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