How Similar Is Hong Kong's Play-Based Learning Pedagogy to Fröbel's "Spielpädagogik?"

Autor/in	Wu, Shu-chen
Titel	How Similar Is Hong Kong's Play-Based Learning Pedagogy to Fröbel's "Spielpädagogik?"
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 5, S.784-796 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Shu-chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2023.2202919
Schlagwörter	Play; Teaching Methods; Educational Change; Educational Philosophy; Foreign Countries; Educational Policy; Policy Analysis; Time Management; Sociocultural Patterns; Teacher Role; Language Role; Teacher Student Relationship; Advocacy; Early Childhood Education; Preschool Curriculum; Hong Kong + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Zeitmanagement; Soziokulturelle Theorie; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialanwaltschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hongkong
Abstract	Curriculum reforms in Hong Kong have put more emphasis on play pedagogy juxtaposed with teacher-directed academic learning. Against this background, this study investigated the nature of the play-based learning approach by reviewing Fröbel's play pedagogy ("Spielpädagogik") and comparing it with the policies and practices of the play-based curriculum in Hong Kong. Data collection consisted of observations, interviews, and analyses of curriculum documents. Based on Fröbel's educational philosophy on "Spielpädagogik," policy documents and the results of empirical studies were analyzed and critically compared. The findings showed that Hong Kong's play-based learning curriculum had some elements in common with Fröbel's "Spielpädagogik;" however, the child-initiative ("Selbstbestimmung") aspect emphasized in Fröbel's "Spielpädagogik" was not commonly observed in Hong Kong's classrooms because of time constraints and other sociocultural factors. There were also similarities between Fröbel's "play care" ("Spielpflege") and teachers' roles in children's play advocated by Hong Kong's curriculum policies. Yet, comparatively, Fröbel's play care gave clearer directions on teachers' roles, particularly on how to use language to guide children's play. The research findings provide clearer insights into how the play-based approach in Hong Kong should move forward, and suggestions for which direction other places advocate play-based approach should take. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01