The Play-based Behaviours of Emirati Preschool Children: Cultural Perspective into Early Childhood Education

Abstract

Current policy and curriculum guides for early education centres in the United Arab Emirates advocate for play-based practices similar to those in the West. However, best practice reforms must reflect a sociocultural perspective and suit the context of application. The main objectives of this research were to provide insight into Emirati maternal values on play, to analyse behavioural factors, and to suggest policies that better support them. Results revealed that 52% of Emirati children rarely or never engage in undirected play and that while Emirati mothers were aware of the significance of play, they were less aware of “child-led” play practices, how to facilitate undirected play at home and the significance of their role in scaffolding play. Furthermore, the undervaluing of free play by Emirati mothers, upsets traditional play paradigms with 80% of mothers believing that a blend between knowledge learning and play learning would be better fit for their children. We argue that curriculum decisions ought to take into account the cultural context and parental psychology of Emirati mothers and children when constructing preschool curricula.

KEYWORDS:

• Play-based behaviours
• Emirati children
• play-based practices
• teaching practices
• cultural play
• child-led play

Disclosure statement

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

Additional information

Funding

The work obtained for the purpose of this research paper did not require/ receive funding.

Notes on contributors

Dana Al-Qinneh

Dana Al-Qinneh achieved her M.A in Education/ Management and Leadership from the British University in Dubai, United Arab Emirate in 2019 and her B.A degree in Medical Rational Science from the University of Toronto, Ontario, Canada in 2014. She currently works as a Curriculum Coordinator at Creative Nest Nursery in Dubai, United Arab Emirates, where she worked previously as a classroom teacher and team lead. Her research interests include best practice in early childhood education, child-led learning and play-based practices.

Emad A. S. Abu-Ayyash

Emad A. S. Abu-Ayyash achieved his Ph.D degree in Education/TESOL from the British University in Dubai, United Arab Emirates in 2016, his M.A. degree in translation from Yarmouk University in Irbid, Jordan in 2007 and his B.A. degree in English literature and linguistics from Yarmouk University in Irbid, Jordan in 1996. He currently holds the position of assistant professor in the faculty of education at the British University in Dubai. His research interests and publications include, but are not restricted to, the following areas: discourse analysis, teaching and learning, translation, assessment, and TESOL.