ERIC Number: EJ1065803
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten?
Journal of Research in Childhood Education, v29 n3 p338-351 2015
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.
Descriptors: Play, Student Attitudes, Kindergarten, Asians, Learning Activities, Correlation, Foreign Countries, Learning Processes, Teaching Methods, Educational Policy, Cross Cultural Studies, Observation, Participant Observation, Semi Structured Interviews, Familiarity, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Germany; Hong Kong
Grant or Contract Numbers: N/A