A Qualitative Study on Early Childhood Education and Play in Northeast China

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Perspectives (Table 9)

Abstract

This study examines the current state of Early Childhood Education (ECE) in Northeast China and the potential to implement play-based pedagogy successfully. This qualitative study conducted semi-structured interviews with 11 teachers from two public kindergartens, underpinned by interpretivism. The findings illustrate that issues with the current status of ECE include textbooks, teachers’ knowledge of play, geographical or demographic factors, parental expectations, and others. Based on the existing use of play, this study then provides recommendations for integrating play more effectively, advocating for teacher training, clear home-school cooperation, and a challenge to the notion that play is separate from learning. This is especially true in the Confucian culture that embeds China’s education system.

Author

• Qiming Liu, University of Cambridge