Difficulties of Hong Kong teachers’ understanding and implementation of ‘play’ in the curriculum

Pui-Wah, Doris Cheng

doi:10.1016/s0742-051x(01)00035-x

Cited by 71 publications

(53 citation statements)

References 4 publications

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“…Some similar concept-related approaches which may be cited include, Learning through play (Pramling Samuelsson & Johansson, 2006); Play-based learning (Pramling Samuelsson & Johansson, 2006); Means of instruction (Cheng, 2001); Vehicle for learning (Moyles, Adams, & Musgrove, 2002); Engine of learning (Miller & Almon, 2009). Making learning fun through play may be seen as a better way to teach.…”

Section: Meaning and Value Of Playmentioning

confidence: 99%

Play and flow: Children’s culture and adults’ role

Göl-Güven

2017

J Early Child Stu

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Abstract:The aim of this critical review is to connect the concepts of flow and play to understand how children's culture is affected by adults. Examining adults' views of play in different cultural contexts is crucial to understand how play is supported. Children are also faced many difficulties to find space and time to play. The concepts play and flow are discussed to point out the importance of uninterrupted play for children to develop skills in the process of construction of their culture.Keywords: Play, flow, early childhood, culture, adults Öz: Bu kritik yazıda, yetişkinlerin çocuk kültürüne etkilerini anlamak üzere, akış ve oyun kavramlarının bağlantılarının irdelenmesi amaçlanmaktadır. Farklı kültürel bağlamlarda yetişkinlerin çocuk oyununa bakış açısının irdelenmesi çocuk oyununun hangi noktalarda desteklendiğinin anlaşılması için önemlidir. Aynı zamanda, çocuklar oyun oynamak için zaman ve mekan bulma konularında da problemler yaşamaktadır. Oyun ve akış kavramlarının tartışılması, çocukların kendi kültürlerini oluştururken beceri geliştirmelerinde müdahale olmaksızın oynanan oyunun önemini vurgulamada önemlidir.

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Section: Meaning and Value Of Playmentioning

confidence: 99%

Play and flow: Children’s culture and adults’ role

Göl-Güven

2017

J Early Child Stu

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“…Opper (1992) found that early childhood teachers had failed to alter their pedagogies because teachers' teaching methods remained didactic and stressed mainly on rote learning. A decade later Cheng (2001Cheng ( , 2008, Cheng and Stimpson (2004), and Cheng and Fung (2009) found that there was a great discrepancy between the front-line teachers' intentions and actions in implementing learning through play in classroom. Unfortunately, the study suggested that it was likely for the informants to perpetuate the superficial, technical mastery of play-based pedagogy because they were not aware of the predicament.…”

Section: The Issue In Play Enactment In Hong Kongmentioning

confidence: 99%

“…Researchers in this area found it difficult to give a definition to play especially when it involves with learning and teaching (see e.g., Aliwood, 2003;Cheng, 2001;Johnson, Christie, & Yawkey, 2005;Pramling-Samuelsson & Asplund-Carlsson, 2008;Pramling-Samuelsson, Sharidan, & Williams, 2006;Siraj-Blatchford, 2008;Spodek, Saracho, & Davis, 1991;Wood & Bennett, 1997). Play has appeared in different forms in its implementation in classroom, for example playing with structured "gifts" in the Frobelian kindergarten model (Allen, 2006); using play areas as in the High Scope program (Schweinhart & Weikart, 1997); or exploring artistically or creatively, as in Reggio Emilia (Edwards, Gandini, & Forman, 1993).…”

Section: Understanding Play-based Pedagogymentioning

confidence: 99%

“…This teaching culture acts like a self-fulfilling prophecy making its beholders to perpetuate the undesirable cycle of practice without noticing it. Besides, the belief that "diligence yields rewards while play gets nowhere" is embedded in the Chinese psyche (Cheng, 2001). Thus, in order to address the issue of the implementation of play, "learning and teaching through play" need to be put forth to the student teachers in an issue-based approach in order to stop the continuation of the predicament.…”

Section: Need To Meld Local Research With Teacher Educationmentioning

confidence: 99%

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The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice: Implication for the Process of Learning to Teach

Pui-Wah

2012

Front Educ China

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For centuries, educators and psychologists have advocated "play" as the ideal activity for the development of young children. Actually, play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world. However, the quality of play-based pedagogy is becoming a key concern across countries. Scholars found that play is either too loosely framed to result in children's optimal development; or it is too "teacherly" and looses the essence of play. The recent report released by OECD highlighted its concern about play in early childhood education and, urged international researchers and educators to make efforts to bridge the gap. Hong Kong is not an exception on the issue of play enactment. Though resources have been put in for the professional upgrading of early education teachers in the last two decades, the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy. The present paper attempts to explore the issue through early childhood teachers' conceptualization of "learning and teaching through play" with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.

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“…Nonetheless, most of the preschool programmes in Hong Kong are still academic-focused while teachers use play as a tool for teaching instead of implementing a child-centred, play-based practice as suggested in the Curriculum Guide (Pearson & Rao, 2006;Cheng, 2010;Cheng, Reunamo, Cooper, Liu, & Vong, 2015). There is an obvious gap between the rhetoric of play and play at practice (Cheng, 2001).…”

Section: Introductionmentioning

confidence: 99%

Effects of High-Activity and High-Energy Play vs. Low-Activity and Low-Energy Play on Hong Kong Preschool Boys’ and Girls’ Creativity

Vong¹,

Pui-Wah²,

Wu³

et al. 2017

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This study examines the relationship between two types of preschool programmes and children's creativity performance in Hong Kong context using Torrance TCAM measurement. A pretest-intervention-posttest design was adopted. Post-test results showed that children schooled in the play-oriented preschool, and those in the academic-oriented preschool both improved in creativity scores after inquisitive-play or informed-play were added. Post-test results also showed different gender effects. Finally, the dimensions of TCAM which drive the boys' and girls' gain in creativity scores were identified.

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Difficulties of Hong Kong teachers’ understanding and implementation of ‘play’ in the curriculum

Cited by 71 publications

References 4 publications

Play and flow: Children’s culture and adults’ role

Play and flow: Children’s culture and adults’ role

The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice: Implication for the Process of Learning to Teach

Effects of High-Activity and High-Energy Play vs. Low-Activity and Low-Energy Play on Hong Kong Preschool Boys’ and Girls’ Creativity

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