Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten

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Abstract

This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).
Original languageEnglish
Pages (from-to)328-341
JournalContemporary Issues in Early Childhood
Volume22
Issue number4
Early online dateNov 2021
DOIs
Publication statusPublished - 01 Dec 2021

Citation

Tam, P.-C. (2021). Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten. Contemporary Issues in Early Childhood, 22(4), 328-341. doi: 10.1177/14639491211060559

Keywords

  • Drama-integrated curriculum
  • Learning through play
  • Pedagogy of play
  • Process drama

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