Implementing play-based pedagogy in early childhood education in Hong Kong

Abstract

<p>The kindergarten education policy in Hong Kong advocates child-centeredness and play-based pedagogy. Meanwhile, Chinese values of diligence, conformity, and obedience are rooted in the community and manifested in ECE policy and practice. This chapter examines the interaction among early childhood education (ECE) policy, Chinese culture, and classroom practices in the context of play-based pedagogy implementation in Hong Kong. First, we discuss policy priorities by examining the evolution of the conceptualization of play across kindergarten education curriculum documents. Second, we explore the dialectic tensions between the expectations of the kindergarten curriculum among stakeholders, including educators and parents. Third, drawing on classroom observations, interview and questionnaire studies, we examine how play-based approaches are implemented in classrooms. The interplay of ECE policy and cultural forces in shaping the implementation of play-based approaches is discussed.<br></p>