Rethinking the role of play and work in early childhood curriculum and pedagogy

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Abstract

This paper attempts to discuss how teachers understand the concept and the role of play in early childhood curriculum in response to the education reform initiated by the Hong Kong Government. Collaboration action research was conducted with 18 teachers in two pre-schools for a period of two years. It was found that the project teachers have different views on work and play as the goal of educating children. To facilitate analysis of data, the researcher has classified play and work into different categories of learning activity. The research revealed that what is considered as play and work depends on the extent to which the child feels free to follow his/her own desire or the extent to which this self is subordinated to the authority of the teacher. As the boundary between play and work becomes blurred, early childhood educators should rethink the role of play and work in early childhood curriculum and pedagogy.
本文旨在回應港府於幼教課程改革上的倡議而嘗試探究幼師們是否瞭解「遊戲」及「工作」在幼教課程上的角色。十八位來自兩所幼兒學校的老師參與了為期兩年的協作式行動研究。研究員因着老師對「遊戲」及「工作」所持不同意見而設計了一個「遊戲/工作」分類學習表以便於分析數據。研究結果顯示「遊戲」及「工作」的界分視乎幼兒視活動仍出於自願或受制於老師。幼教成員實有需要在課程和教學方法上重思難於分辨的「遊戲/工作」角色。 Copyright © 2008 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)63-72
JournalHong Kong Journal of Early Childhood
Volume7
Issue number1
Publication statusPublished - May 2008

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childhood
curriculum
teacher
action research
Hong Kong
educator
reform
school
learning
education

Citation

Lau, G. (2008). Rethinking the role of play and work in early childhood curriculum and pedagogy. Hong Kong Journal of Early Childhood, 7(1), 63-72.

Keywords

  • Alt. title: 重思「遊戲」與「工作」在幼兒教育課程和教學方法上的角色