Children’s sense-making of their daily activities

Research output: Contribution to conferencePapers

Abstract

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.
Original languageEnglish
Publication statusPublished - May 2017
EventConference for Research in Early Childhood Education: Social, Emotional, and Moral Development of Young Children - The Education University of Hong Kong, Hong Kong, China
Duration: 11 May 201711 May 2017

Conference

ConferenceConference for Research in Early Childhood Education: Social, Emotional, and Moral Development of Young Children
Country/TerritoryChina
CityHong Kong
Period11/05/1711/05/17

Citation

Wu, S.-C. (2017, May). Children’s sense-making of their daily activities. Paper presented at the Conference for Research in Early Childhood Education: Social, Emotional, and Moral Development of Young Children, The Education University of Hong Kong, Hong Kong, China.

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