Chinese and German Teachers' Conceptions of Play and Learning and Children's Play Behaviour

Autor/inn/en	Wu, Shu-Chen; Rao, Nirmala
Titel	Chinese and German Teachers' Conceptions of Play and Learning and Children's Play Behaviour
Quelle	In: European Early Childhood Education Research Journal, 19 (2011) 4, S.469-481 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2011.623511
Schlagwörter	Video Technology; Play; Group Discussion; Questionnaires; Foreign Countries; Kindergarten; Teacher Attitudes; Observation; Protocol Analysis; Role Perception; Relevance (Education); Cross Cultural Studies; Comparative Analysis; Comparative Education; Intervention; Behavioral Objectives; Cultural Influences; Beliefs; Qualitative Research; Germany; Hong Kong + Suchen Sie Ihr Suchwort? Spiel; Gruppendiskussion; Fragebogen; Ausland; Lehrerverhalten; Beobachtung; Role conception; Rollenverständnis; Relevance; Relevanz; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Cultural influence; Kultureinfluss; Belief; Glaube; Qualitative Forschung; Deutschland; Hongkong
Abstract	Commonalities 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10