Developing kindergarten teacher capacity for play-based learning curriculum: A mediation analysis

Alan CHEUNG, Pui Chi Chrysa KEUNG, Winnie TAM

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

This study explores kindergarten teachers’ beliefs about and practices of play-based learning with a focus on the mediation of teachers’ capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to ensure reliability and validity of the constructs. The third cohort year data from 40 kindergartens are used for examining the mediation effect. Results reveal that teacher beliefs are significantly associated with their pedagogical practices of play-based learning and their perceptions of whole-child development. Capacity building of teachers to practice a play-based learning curriculum partially mediates these associations and exhibits a strong association. Such capacities refer to teachers being able to design and adjust a play-based learning curriculum based on school background and developmental needs of children. Findings have significant practical implications for teacher education and professional development by strengthening relevant capacities. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)618-632
JournalTeachers and Teaching: Theory and Practice
Volume28
Issue number5
Early online date25 Apr 2022
DOIs
Publication statusPublished - 2022

Citation

Cheung, A., Keung, C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning curriculum: A mediation analysis. Teachers and Teaching: Theory and Practice, 28(5), 618-632. doi: 10.1080/13540602.2022.2062749

Keywords

  • Teacher beliefs
  • Play-based learning
  • Pedagogical practices
  • Whole-child development
  • Capacity building

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