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

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Abstract

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.

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Source: Adapted from Grimmer (2018, p. 27)

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Acknowledgements

The authors would like to thank the School Development Team of the Centre for University & School Partnership at the Chinese University of Hong Kong for helping with the data collection and kindergartens from the “Play-Learn-Grow in Hong Kong Kindergartens” project participated in this research study.

Funding

This work was supported by the Education Bureau of Hong Kong Special Administrative Region (HKSAR) under Education Development Fund.

Author information

Authors and Affiliations

  1. Centre for University and School Partnership, Faculty of Education, The Chinese University of Hong Kong, R702A, Wong Foo Yuan Building, Shatin, Hong Kong

    Chrysa Pui Chi Keung

  2. Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, R422, Ho Tim Building, Shatin, Hong Kong

    Alan Chi Keung Cheung

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  1. Chrysa Pui Chi Keung
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Correspondence to Chrysa Pui Chi Keung.

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Appendix A. Interview Protocol for Focus Groups

Appendix A. Interview Protocol for Focus Groups

  1. 1.

    How do you understand play and learning activities? What do you think of the relationship between these two?

  2. 2.

    What are your expectations toward a play-based learning classroom?

  3. 3.

    What similarities and differences are there between the current practice of play-based learning and daily teaching?

  4. 4.

    What do children learn from their play experiences?

  5. 5.

    What do you think about the impacts of play-based learning on children’s whole-person development?

  6. 6.

    What are the improvements in teachers’ curriculum design of play-based learning according to the Kindergarten Education Curriculum Guide (2017)?

  7. 7.

    What do you think about the teacher’s role in practicing play-based learning?

  8. 8.

    What do teachers need to consider upon practicing play-based learning?

  9. 9.

    What are the impacts of teacher collaboration and reflective culture upon practicing play-based learning?

  10. 10.

    Being a teacher, how do you think kindergartens can support teachers in developing effective play-based learning?

  11. 11.

    What do you think is the parent’s role in children’s play at home and in kindergarten?

  12. 12.

    In general, what factors facilitate or impede play-based learning implementation?

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Keung, C.P.C., Cheung, A.C.K. Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Educ J 47, 627–640 (2019). https://doi.org/10.1007/s10643-019-00956-2

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