Chinese and German teachers' conceptions of play and learning and children's play behaviour

Shu-chen WU, Nirmala RAO

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Commonalities and distinctions in Hong Kong-Chinese and German kindergarten teachers’ conceptions of play and learning were examined. Six video clips of play episodes reflecting common play behavior and themes were selected from observations made during free play in two kindergartens in Hong Kong and two in Germany. Ten Chinese and seven German teachers viewed clips of children in their own and the other culture in small groups, participated in a semi-structured group discussion, and completed questionnaires, respectively. Results indicated that teachers in the two contexts had different views on the role of play in curriculum, teacher intervention during children’s play, and learning objectives in play. These differences may be a function of different ecological environments and preset learning objectives. Findings suggest that teachers’ cultural beliefs about play and learning are translated into actions (play arrangements) which, in turn, influence children’s play behavior. Copyright © 2011 EECERA.
Original languageEnglish
Pages (from-to)469-481
JournalEuropean Early Childhood Education Research Journal
Volume19
Issue number4
DOIs
Publication statusPublished - Dec 2011

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Child Behavior
Learning
learning objective
Hong Kong
teacher
Surgical Instruments
learning
kindergarten teacher
video clip
kindergarten
Curriculum
group discussion
small group
Germany
curriculum
questionnaire

Citation

Wu, S.-C., & Rao, N. (2011). Chinese and German teachers' conceptions of play and learning and children's play behaviour. European Early Childhood Education Research Journal, 19(4), 469-481.

Keywords

  • Play
  • Learning
  • Chinese
  • German
  • Teacher beliefs