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Wu, S. (2015) What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten? (Journal Article)

Abstract:

This study investigated Hong Kong and German children's perceptions of play and learning and their relationships. Forty-eight children (24 German and 24 Chinese) playing and learning in the classroom were observed and videotaped for five consecutive days. They were interviewed 3 times about their kindergarten experiences by using free- and cue-recall questions. It is found that the Hong Kong children remembered more academic learning activities, whereas the German children remembered more play events. Most of the Hong Kong children recalled academic learning content, whereas the German children associated learning with play. The findings showed that children's understandings of the relationship between play and learning varied with their classroom contexts. These results suggest that children's perspectives on play and learning should be taken into account by advocating a play-based pedagogy approach or integrating more learning elements into a play-oriented curriculum. The implications for policy and pedagogy are discussed.

Author/s:
Date:
January 2015
Volume:
29
Page/s:
338-351
Synonyms:
  • Free play
  • Learning
  • Pedagogy
  • Playful learning
  • Qualitative methodology
Relevant age group/s:

Wu, S. et al. (2011) Chinese and German teachers' conceptions of play and learning and children's play behaviour (Journal Article)

Yu, S. et al. (2015) The Relationship between Preschoolers' Attitudes and Play Behaviors toward Classmates with Disabilities (Journal Article)

Abstract:

This study was conducted to examine the relationship between 32 typically developing preschoolers' attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children's attitudes toward peers with disabilities were assessed using three methods: child interviews, sociometric peer ratings, and a social acceptance scale. Children's play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative play) and teachers' involvement in children's play were observed during free play over a 10-week period. Results revealed that children's identification of a classmate with an Individualized Education Program (IEP) as having a disability was negatively related to their associative/cooperative play with the classmate. Typically developing children's sociometric ratings of classmates with disabilities were positively related to their associative/cooperative play with classmates with disabilities. In addition, children's sociometric ratings were a stronger indicator of whether a typically developing child would play with a classmate with a disability than was identification of a classmate as having a disability. Suggestions for future research and implications for practice are discussed.

Date:
January 2015
Volume:
35
Page/s:
40-51
Synonyms:
  • Atypical development
  • Collaborative skills
  • Correlational
  • Developmental outcomes
  • Free play
  • Object play
  • Peers play
  • Social play
  • Social-emotional
Relevant age group/s:
Research discipline: