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Bridging Beliefs and Practices: A St...

Lam, Pui Ching.

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Bridging Beliefs and Practices: A Study of Hong Kong Kindergarten Teachers' Perceptions of "Learning Through Play" and the Implementation of "Play" in Their Practices.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bridging Beliefs and Practices: A Study of Hong Kong Kindergarten Teachers' Perceptions of "Learning Through Play" and the Implementation of "Play" in Their Practices./
Author:	Lam, Pui Ching.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-04, Section: A.
Contained By:	Dissertations Abstracts International80-04A.
Subject:	Asian Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936814
ISBN:	9780438534933

Bridging Beliefs and Practices: A Study of Hong Kong Kindergarten Teachers' Perceptions of "Learning Through Play" and the Implementation of "Play" in Their Practices.
Lam, Pui Ching.

Bridging Beliefs and Practices: A Study of Hong Kong Kindergarten Teachers' Perceptions of "Learning Through Play" and the Implementation of "Play" in Their Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 120 p.

Source: Dissertations Abstracts International, Volume: 80-04, Section: A.

Thesis (Ed.D.)--Northeastern University, 2018.

This item must not be sold to any third party vendors.

The importance of education is being emphasized as it is believed that human beings learn through their lifespan. Since early childhood was viewed as a fundamental stage of life, the investigation of pedagogy has been conducted in kindergarten. In Hong Kong, the importance of play has been stressed for over 30 years; however, government reports and research reflect that learning and teaching in early childhood settings are still deviated from the government's expectations. Therefore, this research aims to explore Hong Kong kindergarten teachers' perceptions toward "learning through play" and their experience in implementing "play" in their classroom. The central research question is "What are the experiences of Hong Kong kindergarten teachers with play-based learning?", and the research questions are shaped around the experiences of teachers employing play-based learning and the construction of their perception toward play. To explain and understand the dynamic of play and the play behaviors in young children, Lev Vygotsky's sociocultural theory is used as the theoretical framework. The interpretivist paradigm frames the study, and "basic qualitative study" is used to conduct the study. The participants comprise seven trained Hong Kong kindergarten teachers with at least three years of teaching experience at a local kindergarten . Research findings reveal that kindergarten teachers view play-based learning as an effective approach to teach young children, and that they recognize the benefits of adopting play-based learning in class. However, the lack of knowledge about adopting play-based pedagogy, of time and space, and of support from school and parents, all were identified as affecting the implementation of play in kindergarten practice, which causes a deviation between teachers' beliefs and practice.

ISBN: 9780438534933Subjects--Topical Terms:

1669375
Asian Studies.

Bridging Beliefs and Practices: A Study of Hong Kong Kindergarten Teachers' Perceptions of "Learning Through Play" and the Implementation of "Play" in Their Practices.
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506 $a This item must not be sold to any third party vendors.
520 $a The importance of education is being emphasized as it is believed that human beings learn through their lifespan. Since early childhood was viewed as a fundamental stage of life, the investigation of pedagogy has been conducted in kindergarten. In Hong Kong, the importance of play has been stressed for over 30 years; however, government reports and research reflect that learning and teaching in early childhood settings are still deviated from the government's expectations. Therefore, this research aims to explore Hong Kong kindergarten teachers' perceptions toward "learning through play" and their experience in implementing "play" in their classroom. The central research question is "What are the experiences of Hong Kong kindergarten teachers with play-based learning?", and the research questions are shaped around the experiences of teachers employing play-based learning and the construction of their perception toward play. To explain and understand the dynamic of play and the play behaviors in young children, Lev Vygotsky's sociocultural theory is used as the theoretical framework. The interpretivist paradigm frames the study, and "basic qualitative study" is used to conduct the study. The participants comprise seven trained Hong Kong kindergarten teachers with at least three years of teaching experience at a local kindergarten . Research findings reveal that kindergarten teachers view play-based learning as an effective approach to teach young children, and that they recognize the benefits of adopting play-based learning in class. However, the lack of knowledge about adopting play-based pedagogy, of time and space, and of support from school and parents, all were identified as affecting the implementation of play in kindergarten practice, which causes a deviation between teachers' beliefs and practice.
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