Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis

ABSTRACT

This study explores kindergarten teachers’ beliefs about and practices of play-based learning with a focus on the mediation of teachers’ capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to ensure reliability and validity of the constructs. The third cohort year data from 40 kindergartens are used for examining the mediation effect. Results reveal that teacher beliefs are significantly associated with their pedagogical practices of play-based learning and their perceptions of whole-child development. Capacity building of teachers to practice a play-based learning curriculum partially mediates these associations and exhibits a strong association. Such capacities refer to teachers being able to design and adjust a play-based learning curriculum based on school background and developmental needs of children. Findings have significant practical implications for teacher education and professional development by strengthening relevant capacities.

KEYWORDS:

• Teacher beliefs
• play-based learning
• pedagogical practices
• whole-child development
• capacity building

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Education Bureau of HKSAR under Education Development Fund & Quality Education Fund of HKSAR.;

Notes on contributors

Alan Cheung

Alan Cheung is a Chair and Professor in the Department of Educational Administration and Policy and Director of the Centre for University and School Partnership at The Chinese University of Hong Kong. His research areas include school reform, reading interventions, and research reviews.

Chrysa Keung

Chrysa Keung is an Assistant Professor in the Department of Education Policy and Leadership at The Education University of Hong Kong. Her research areas include teacher development, leadership practices, ethics of teaching profession and teacher emotion.

Winnie Tam

Winnie Tam is a research associate in the Centre for University and School Partnership, Faculty of Education at The Chinese University of Hong Kong. Her research interests include school improvement and educational statistics.