Pursuing quality learning experiences for young children through learning in play: how do children perceive play?

ABSTRACT

In Hong Kong, play-based learning has been highlighted in the latest curriculum guide in 2017. While adopting ‘child-centredness’ as the core value of kindergarten education can enrich children’s play experiences. However, little emphasis has been placed on how young children perceive play-based learning in the classroom. The aim of this qualitative research is to reveal young children’s unique perceptions of what play means to them. Data were collected through non-participant observation during delivery of a play-based learning curriculum in class and post-observation focus group interviews with the children whose classes had been observed. An interpretive method is employed to divulge their perceptions. Cross-analysis of the observation data and the children’s statements shows how the children perceived play and how they determined playfulness. Combining data from interviews and classroom observations, findings reflected the lack of consistency between what children described as play and how teachers practiced play-based activities in classes. This study evoked the concern for teachers in making developmentally appropriate pedagogical choice to engage children in learning through play. The importance of respecting children’s feelings about playfulness and teachers’ role in ensuring quality learning experiences is discussed.

KEYWORDS:

• Learning through play
• children perspectives
• playfulness
• play-based practices
• child-centred

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. We also would like to express our heartfelt thanks to the participating teachers and children.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

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

Notes on contributors

Chrysa Pui Chi Keung

Chrysa Pui Chi Keung is a Postdoctoral Fellow of the Centre for University & School Partnership at the Faculty of Education,The Chinese University of Hong Kong. Her research focus is on children’s play-based learning, parental involvement, teacher education and professional development.

Chanel Kit Ho Fung

Chanel Kit Ho Fung is an honorary Professional Consultant of the Department of Curriculum and Instruction at the Faculty of Education, The Chinese University of Hong Kong. Her research focus is on play, quality of early childhood education and professionalization of early childhood education.