Curriculum Reforms as a Productive Force for the Development of New Play Practices in Rural Chinese Kindergartens

Autor/inn/en	Fleer, Marilyn; Li, Liang
Titel	Curriculum Reforms as a Productive Force for the Development of New Play Practices in Rural Chinese Kindergartens
Quelle	In: International Journal of Early Years Education, 31 (2023) 1, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleer, Marilyn) ORCID (Li, Liang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1778447
Schlagwörter	Play; Educational Change; Curriculum Development; Rural Areas; Kindergarten; Educational Philosophy; Cultural Differences; Educational Practices; Preschool Teachers; Preschool Curriculum; Video Technology; Western Civilization; Freehand Drawing; Metacognition; Cooperative Learning; Confucianism; Asian Culture; Foreign Countries; China + Suchen Sie Ihr Suchwort? Spiel; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rural area; Ländlicher Raum; Bildungsphilosophie; Erziehungsphilosophie; Kultureller Unterschied; Bildungspraxis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Drawing; Zeichnen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Konfuzianismus; Ausland
Abstract	There is increasing evidence of the fusion of Western and Eastern early childhood philosophies and programmes within China. Although research has paid attention to this change, less attention has been directed to how culturally different beliefs and practices are experienced by children and teachers. This paper reports on a study of play-based practices in the context of the "Guidelines for Early Childhood Education (Trial Version)" in mainland China. Sixteen teachers from 6 rural preschools in Shaanxi province were interviewed about their play and learning practices and 205 children were observed participating in these teachers' play-based programmes. Thirty hours of digital video observations, 989 photos, 252 children's drawings, and 20 h of focus group interviews were gathered and analysed. The study found that whilst teachers struggled against the effect of Western individualist maturational views of play, the children demonstrated high levels of self-regulation in group oriented play. In the context of Confucian values, new forms of expressions of play were found suggesting new directions for early childhood education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01