Impacts and challenges of integrating play-based learning into young children’s literacy development in Hong Kong

The education system in Hong Kong has been emphasizing on academic-based learning which fade-out the significance of play-based approach in kindergartens due to cultural constraints; Confucius Philosophy and the high requirements of primary school admission. The present study investigated the effectiveness of play-based approach in children’s English listening; comprehension skills and explored parents’ perspective towards academic-based and play-based approaches. A total of 55 participants involving 3 teachers, 26 children and 26 parents were recruited in this study. A mixed-methods research; quantitative was executed through within-subjects experimental design and survey questionnaire. The results revealed that there was a strong significant difference; t(25) = -4.66, p = <.001 in children’s English listening assessment scores between the academic-based; M=80 and play-based interventions; M=90. The results from the survey questionnaire indicated that low social economic status (SES) parents claimed that play-based approach enhances children’s active engagement while Middle SES parents conveyed that Covid19 has caused financial crisis, hindering children’s opportunity to learn through play in international kindergartens. It was also found that (SES) parents were familiar of play-based approach compared to middle SES parents. Defects of the research study were also presented along with feasible and effective tactics to improve the sample size , learning environment and research design. It is hoped that this study will broaden future educators’ and parents’ horizons in compromising the importance of striking a balance of academic learning and play-based learning.