A family-school-community partnership supporting play-based learning: A social capital perspective

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Abstract

This study investigates different types of social capital which are developed in play-based learning settings through a Family-School-Community partnership. Social capital is understood as the accumulated resources from existence of networks and connections with others. Data was collected through focus groups with 49 principals, senior and class teachers in Hong Kong kindergartens. Bonding social capital is formed in professional development activities among teacher groups while bridging social capital is developed through parental involvement. There is a potential for linking social capital to be mobilized through interactions between schools and community networks. Capturing such social capital could facilitate play-based learning practices. Copyright © 2023 The Authors.

Original languageEnglish
Article number104314
JournalTeaching and Teacher Education
Volume135
Early online dateSept 2023
DOIs
Publication statusPublished - Dec 2023

Citation

Keung, C., & Cheung, A. (2023). A family-school-community partnership supporting play-based learning: A social capital perspective. Teaching and Teacher Education, 135, Article 104314. https://doi.org/10.1016/j.tate.2023.104314

Keywords

  • Play-based learning
  • Family-school-community partnership
  • Social capital
  • Early childhood

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