Research on play-based kindergarten curriculum reform in China: based on the analysis of three typical play modes

Cui-ping, Niu

doi:10.1080/09669760.2023.2168520

Cited by 7 publications

(3 citation statements)

References 15 publications

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“…Recognizing the rapid absorption of information by impressionable young minds, a well-crafted curriculum encompasses cognitive, social, emotional, and physical domains (Kemp & Whitcomb, 2023). It emphasizes experiential learning through play-based activities, artistic expressions, storytelling, and hands-on experiences to stimulate creativity and curiosity (Niu, 2023). The curriculum also plays a role in assessment and evaluation, providing educators with tools for regular observations and feedback mechanisms to adapt their approaches to individual children's evolving needs (Israel, 2010).…”

Section: Early Childhood Curriculummentioning

confidence: 99%

Investigating Early Childhood Care and Education (ECCE): A Comparative Study on the Views of Trained and Untrained Early Years Teachers in Karachi, Pakistan

Wasi,

Saeed

2024

SCEP

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Introduction: Research investigates into the nuanced setting of Early Childhood Care and Education (ECCE) perspectives, comparing Trained and Untrained Teachers alongside individuals with an ECCE Perspective. The study aims to unravel the impact of formal training and personal experiences on teachers' understanding of ECCE, providing insights into the dynamics shaping early childhood education. Methodology: A survey research design was employed, encompassing 90 participants, including Trained and Untrained Teachers. The study utilized a questionnaire and one-sample t-tests for quantitative analysis. Descriptive statistics illuminated mean perspectives, while reliability was assessed through Cronbach's Alpha. The research explored demographic variables, teacher training, and ECCE perspectives to capture a holistic view of the participants. Results/Findings: Descriptive analyses revealed similar mean perspectives between Trained and Untrained Teachers, suggesting training may not significantly impact perceptions. However, individuals with an ECCE Perspective exhibited a distinctive lower mean score, emphasizing the influence of personal experiences. Reliability analyses indicated consistent internal validity in the measurement tools. Future Direction/Implication: Future research should qualitatively explore specific training components influencing perspectives, consider longitudinal studies, and expand the comparative analysis to diverse cultural contexts. Intervention programs blending theoretical knowledge and experiential learning are recommended, along with policy considerations for a balanced teacher education approach. Embracing a multi-faceted exploration of ECCE perspectives ensures continuous improvement in early childhood education practices.

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Section: Early Childhood Curriculummentioning

confidence: 99%

Investigating Early Childhood Care and Education (ECCE): A Comparative Study on the Views of Trained and Untrained Early Years Teachers in Karachi, Pakistan

Wasi,

Saeed

2024

SCEP

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“…This method is distinguished by a consistent teaching strategy focused on imparting knowledge through direct instruction. The teacher generally controls the pace of the lesson, content delivery, and interaction, offering minimal chances for individual participation or children's input-toward an emphasis on child-led exploration and learning through play (Niu, 2023). However, while this topic has received academic attention, there has been limited exploration of how educators, particularly those in Western-style early childhood settings, perceive culturally divergent attitudes toward play.…”

Section: Introductionmentioning

confidence: 99%

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

Wang,

Ye,

Qiao

2024

Front. Educ.

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ObjectiveGrounded in theories of globalization, this qualitative case study aimed to explore the understanding of play among Chinese teachers in private, for-profit Western style early learning centers.MethodsThe study encompassed 16 Chinese teachers working in four Western-style early learning centers. Data were gathered through semi-structured interviews. Following separate thematic analyses of each case, a cross-case analysis was conducted to compare and contrast the emerging themes, elucidating both commonalities and distinctions across the four cases.ResultsThe findings from all four cases revealed a categorization of play into two main types: “play in class’” and “play out of class.” “Play out of class” was characterized as unstructured, enjoyable, and creative, emphasizing child autonomy and spontaneous learning. In contrast, “play in class” pertained to play-based curricula that were thoughtfully designed to align with specific teaching goals and learning objectives. It was seen as a structured method for fostering learning, highlighting the developmental appropriateness of such approaches.Conclusion:These findings underscore the educators’ recognition of the significance of play; however, it also illustrates that their perceptions have been shaped by the prevailing emphasis on children’s achievements in Chinese society.

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“…Denne interessen sees saerlig i forbindelse med utdanningsreformer knyttet til begynneropplaering, og i nye planverk for barnehagesektoren (Colliver, 2022;Lillemyr, 2019;Niu, 2023;Pramling & Wallerstedt, 2019).…”

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Lekens lange linjer: En historisk analyse av lekbegrepet i læreplandokumenter for norske barnehager og skoler fra 1996 til 2020

Østmoen,

Wilhelmsen

2024

NSE

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This article is based on a content analysis of the concept of play in the national curriculum for Norwegian kindergartens and schools from 1996 until 2020. The results show how play’s place in the curriculum has changed in a period characterized by changing knowledge discourses. The results also illuminate how perspectives on play, either as a goal in itself or a means for other purposes, have been written and have developed within and between the documents in line with these discourses. The study contributes knowledge on how national curricula frame the conditions for play in children’s institutional lives.

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Research on play-based kindergarten curriculum reform in China: based on the analysis of three typical play modes

Cited by 7 publications

References 15 publications

Investigating Early Childhood Care and Education (ECCE): A Comparative Study on the Views of Trained and Untrained Early Years Teachers in Karachi, Pakistan

Investigating Early Childhood Care and Education (ECCE): A Comparative Study on the Views of Trained and Untrained Early Years Teachers in Karachi, Pakistan

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

Lekens lange linjer: En historisk analyse av lekbegrepet i læreplandokumenter for norske barnehager og skoler fra 1996 til 2020

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