Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Zhang, Yiqi; Leung, Suzannie K. Y.; Li, Hui

doi:10.3390/educsci11100625

Cited by 6 publications

(4 citation statements)

References 65 publications

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“…The learning activities in the preschool were social and fun and they seem to have compensated for what the children did not have in their families. This finding bears out previous research which indicates that Chinese children have few play experiences at home (Zhang et al, 2021).…”

Section: Discussionsupporting

confidence: 90%

Preschool children's dispositions of collaboration: A Chinese study

2022

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There is converging evidence that young children's development of peer collaboration is crucial for their later success in life. However, little attention has been paid to how children develop collaboration as a lifelong capability.Drawing on the notion of learning disposition, this study explored Chinese children's dispositions of collaboration. Our aim was to identify the characteristics of these dispositions and considered how they might suggest a possible direction of growth. The research was conducted in a preschool classroom. Findings reveal an interwoven relation between children's collaboration and their learning decisions, where ideas of interest, fun, friend, help and responsibility were embedded.

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Section: Discussionsupporting

confidence: 90%

Preschool children's dispositions of collaboration: A Chinese study

2022

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“…Most play research has concentrated on Western societies (Barnett, 2007), overlooking Eastern countries with only a limited number of studies exploring cross-cultural perspectives (Barnett, 2017). Many Eastern societies place their prominence on education attainment, necessary for social mobility and making respected contributions to society (Zhang et., at, 2021). Pang and Proyer (2018) suggest that due to the competitive education system in China, it is vital that students apply themselves academically, without being side-tracked by play activities.…”

Section: Literature Reviewmentioning

confidence: 99%

To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.

Martin,

Kavanagh,

Kavanagh

2023

The Journal of Play in Adulthood

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This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.

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“…Hasil belajar anak yang maksimal tidak lepas dari peran orang tua dan guru, yang merupakan tenaga pendidik yang menghabiskan waktu aktifitas lebih banyak bersama anak. Sistem pendidikan di China, anak usia dini menghabiskan 10 jam perhari disekolah dan orang tua sangat mengharapkan partumbuhan dan perkembangan anaknya maksimal (Yiqi Zhang et al, 2021).…”

Section: Pendahuluanunclassified

Analisis Deskriptif Penerapan Model Pembelajaran Kontekstual dalam Perencanaan Pembelajaran di Princeton International Kindergarten Baotou, Inner Mongolia Cina

Mangunwibawa,

Suryani,

Yati

et al. 2023

jiip

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Kesiapan dan persiapan guru menjadi topik yang menarik dibahas, sehingga suatu pembelajaran dapat berhasil menstimulasi anak untuk mencapai tujuan belajar. Pendekatan penelitian yang dilakukan merupakan penelitian kualitatif dengan metode penelitian analisis deskriptif. Penelitian ini dilaksanakan di Princeton International Kindergarten. Sekolah ini terletak di distrik QingShan kota Baotou Provinsi Inner Mongolia, Cina. Observasi yang dilakukan pada saat proses pembelajaran untuk mengetahui penguasaan materi, ruang, serta gerak guru pada saat memberikan stimulasi atau arahan pada anak menemukan bahwa guru kadang keliru dalam proses tersebut, sehingga tujuan serta capaian yang diharapkan tidak terpenuhi, tetapi koordinator yang menjadi pengawas langsung mengintervensi para guru untuk mengingat kembali model pembelajaran yang mereka gunakan yaitu CTL. Dalam wawancarapun diketahui bahwa tidak semua guru mengetahui akan model pembelajaran Contextual Teaching Learning yang mereka gunakan. Namun dalam penelitian ini dapat disimpulkan bahwa manajemen sekolah yang baik, serta kerja sama membuat pelaksanaan model pembelajaran kontekstual ini dapat terlaksana dengan baik.

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Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

Cited by 6 publications

References 65 publications

Preschool children's dispositions of collaboration: A Chinese study

Preschool children's dispositions of collaboration: A Chinese study

To play or not to play? A thematic analysis exploring the impact of adult-play on Primary teachers in Hong Kong.

Analisis Deskriptif Penerapan Model Pembelajaran Kontekstual dalam Perencanaan Pembelajaran di Princeton International Kindergarten Baotou, Inner Mongolia Cina

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