The Early Years Learning Framework (EYLF) is a useful tool for guiding curriculum and pedagogy in early childhood sector, but there is a problem with different approaches to learning and assessment on children development in the Hong Kong context. Based on this understanding, the Play, Learn, Grow Framework (PLGF) was developed by drawing on the ideas of EYLF which put children learning at the core and embedded three concepts-Exploration, Expression and Empowerment (3Es) as the basic values and beliefs. In this paper, we report on the use of modified framework in 25 preschools for designing, interpreting and evaluating school-based play curriculum plan. Teachers’ feedback on the PLGF framework in designing play-based learning activities was collected through collegial lesson planning and evaluation meetings. Findings revealed that the Practices-Principles of PLGF help early childhood teachers to observe and assess children whole person development through play. Frontline teachers expressed that the framework assisted them to determine whether the play learning activities are appropriate for meeting children’s interests, abilities and development needs. They generally believed that the PLGF holds potential for strengthening their professional capacity in developing and implementing play-based curriculum. This paper concludes with the reflections and implications for providing directions, strategic steps, and professional supports to school leaders and frontline teachers in promoting school play-based learning. Copyright © 2017 WERA-HKERA.
|Publication status||Published - Nov 2017|