This study attempts to explore how children make meaning of their play and learning activities. Twelve Hong Kong children aged 3 to 6 years from two kindergartens were observed and videotaped upon parents' consents, and video-cued recall interviews were conducted after children have experienced play and learning activities. Findings indicated that academic learning activities, e.g., writing, reading, and English lessons, are what children recalled most. They think that they have learned something from those activities rather than play. Most of the children think that they did not learn anything while they play. They understand play as "just play" which are child-initiated and is not associated with learning. Play and learning are two separate concepts in children's perspectives. Furthermore, children's memories of learning activities reflected the real classroom contexts. Although limited time was allocated to play, some children recalled that they had played. Some children recalled it even they did not play at all. Children's dichotomous understandings of play and learning have implications for how to incorporate children's perspective in the implementation of the advocated play-based learning approach in Hong Kong curriculum policy. Copyright © 2017 Conference for Research in Early Childhood Education.
|Publication status||Published - May 2017|
|Event||Third Conference of Research on Early Childhood Education: Social, Emotional, and Moral Development of Young Children - The Education University of Hong Kong, Hong Kong, China|
Duration: 11 May 2017 → 11 May 2017
|Conference||Third Conference of Research on Early Childhood Education: Social, Emotional, and Moral Development of Young Children|
|Abbreviated title||CRECE 2017|
|Period||11/05/17 → 11/05/17|