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Article: Chinese and German teachers' conceptions of play and learning and children's play behaviour

TitleChinese and German teachers' conceptions of play and learning and children's play behaviour
Authors
KeywordsChinese
German
Learning
Play
Teacher Beliefs
Issue Date2011
Citation
European Early Childhood Education Research Journal, 2011, v. 19 n. 4, p. 469-481 How to Cite?
AbstractCommonalities and distinctions in Hong Kong-Chinese and German kindergarten teachers' conceptions of play and learning were examined. Six video clips of play episodes reflecting common play behavior and themes were selected from observations made during free play in two kindergartens in Hong Kong and two in Germany. Ten Chinese and seven German teachers viewed clips of children in their own and the other culture in small groups, participated in a semi-structured group discussion, and completed questionnaires, respectively. Results indicated that teachers in the two contexts had different views on the role of play in curriculum, teacher intervention during children's play, and learning objectives in play. These differences may be a function of different ecological environments and preset learning objectives. Findings suggest that teachers' cultural beliefs about play and learning are translated into actions (play arrangements) which, in turn, influence children's play behavior. © 2011 Copyright EECERA.
Persistent Identifierhttp://hdl.handle.net/10722/175512
ISSN
2015 Impact Factor: 0.612
2015 SCImago Journal Rankings: 0.539
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorWu, SCen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2012-11-26T08:59:01Z-
dc.date.available2012-11-26T08:59:01Z-
dc.date.issued2011en_US
dc.identifier.citationEuropean Early Childhood Education Research Journal, 2011, v. 19 n. 4, p. 469-481en_US
dc.identifier.issn1350-293Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175512-
dc.description.abstractCommonalities and distinctions in Hong Kong-Chinese and German kindergarten teachers' conceptions of play and learning were examined. Six video clips of play episodes reflecting common play behavior and themes were selected from observations made during free play in two kindergartens in Hong Kong and two in Germany. Ten Chinese and seven German teachers viewed clips of children in their own and the other culture in small groups, participated in a semi-structured group discussion, and completed questionnaires, respectively. Results indicated that teachers in the two contexts had different views on the role of play in curriculum, teacher intervention during children's play, and learning objectives in play. These differences may be a function of different ecological environments and preset learning objectives. Findings suggest that teachers' cultural beliefs about play and learning are translated into actions (play arrangements) which, in turn, influence children's play behavior. © 2011 Copyright EECERA.en_US
dc.languageengen_US
dc.relation.ispartofEuropean Early Childhood Education Research Journalen_US
dc.subjectChineseen_US
dc.subjectGermanen_US
dc.subjectLearningen_US
dc.subjectPlayen_US
dc.subjectTeacher Beliefsen_US
dc.titleChinese and German teachers' conceptions of play and learning and children's play behaviouren_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/1350293X.2011.623511en_US
dc.identifier.scopuseid_2-s2.0-84857349588en_US
dc.identifier.hkuros253650-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84857349588&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume19en_US
dc.identifier.issue4en_US
dc.identifier.spage469en_US
dc.identifier.epage481en_US
dc.identifier.isiWOS:000299254200005-
dc.identifier.scopusauthoridWu, SC=55148089800en_US
dc.identifier.scopusauthoridRao, N=7401628868en_US

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