Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience

Pui Wah Doris CHENG

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this paper aims to illuminate the practical theories of linking play with learning in the classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning. The paper analyses the tact involved in the above process and suggests key dimensions for realizing 'learning through play' in the classroom. Copyright © 2010 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)69-82
JournalAsia-Pacific Journal of Teacher Education
Volume38
Issue number1
DOIs
Publication statusPublished - Feb 2010

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Citation

Cheng, D. P.-W. (2010). Exploring the tactfulness of implementing play in the classroom: A Hong Kong experience. Asia-Pacific Journal of Teacher Education, 38(1), 69-82.

Keywords

  • Early childhood education
  • Pedagogy
  • Teacher learning
  • Teaching and learning through play