Facilitating Play-Based Learning for Whole-Child Development in Hong Kong Kindergartens

• In Event: Language Development and Picture Books

Abstract

This study examines the personal and organizational enabling factors of teachers’ enactment of play-based learning and further the effects of play-based learning on children’s whole-child development in the context of Hong Kong kindergartens. A sample of 592 early childhood educators who assumed different job titles in Hong Kong kindergartens participated in this study. The results showed that two types of teachers’ beliefs, namely, beliefs of play-based learning and self-efficacy beliefs, facilitated their enactment and further enhanced their perceived whole-child development. Meanwhile, two organizational enablers, teacher collaboration and home-kindergarten collaboration, also facilitated teachers’ enactment of play-based learning and perceived whole-child development. Teachers’ self-efficacy and enactment of play-based learning played significant mediation roles. The implications for theory and practice are discussed.

Authors

• Hongbiao Yin, The Chinese University of Hong Kong
  Presenting Author

• Alan C. K. Cheung, The Chinese University of Hong Kong
  Presenting Author

• Winnie Wing Yi Tam, Chinese University of Hong Kong
  Presenting Author

• Elaine Lau, Chinese University of Hong Kong
  Presenting Author