What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten?

Autor/in	Wu, Shu-Chen
Titel	What Can Chinese and German Children Tell Us about Their Learning and Play in Kindergarten?
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 3, S.338-351 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1042125
Schlagwörter	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; Germany; Hong Kong + Suchen Sie Ihr Suchwort? Spiel; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Lernaktivität; Korrelation; Ausland; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Cultural comparison; Kulturvergleich; Beobachtung; Teilnehmende Beobachtung; Statistische Analyse; Deutschland; Hongkong
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01