Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study
Publication in refereed journal

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摘要Using a holistic support framework, this study investigated teachers’ conceptions of effective play-based learning development and how their perceptions of its effectiveness related to whole-child development. Data were collected from a mixed method study. A total of 286 questionnaires from 50 Hong Kong kindergartens were collected and then 29 principals, head teachers and teachers were interviewed after the completion of the survey. Results of quantitative analyses showed that school collaborative culture facilitated various aspects of children’s development through the mediation of teachers’ enactment of play pedagogy and home-school cooperation. Qualitative interview data also confirmed the survey results that the roles and functions of parents and teachers were significant in supporting the implementation of play-based learning in kindergarten settings. Findings of the study have shed light on the conceptualizations of effective play-based learning which are perceived by teachers as part of a school collaborative culture, teachers’ enactment of play pedagogy and home-school cooperation. The practical and policy implications of the study may suggest adopting a holistic support model in the analysis and actively seeking to integrate parents, teachers and kindergartens in constructing an optimal play learning experience for young children.
著者Chrysa Pui Chi Keung, Alan Chi Keung Cheung
期刊名稱Early Childhood Education Journal
出版年份2019
月份9
日期1
卷號47
期次5
出版社Springer
頁次627 - 640
國際標準期刊號1082-3301
語言美式英語
關鍵詞Play-based learning, Holistic support model, Whole-child development, Early childhood, Mixed method

上次更新時間 2022-11-01 於 00:44