A rural Chinese kindergarten teacher's pedagogical shift
Supporting children's counting skills through a Conceptual PlayWorld approach
Dados Bibliográficos
| ID | 19486507 |
|---|---|
| Autores | Simeng Wang (0000-0001-9708-8851), Liang Li (0000-0002-1688-1143, Monash University), Leigh Disney (0000-0002-5633-5673, Flinders University) |
| Ano | 2026 |
| Volume | 59 |
| Páginas | 101029 |
| Data de publicação | 2026-08-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Learning Culture and Social Interaction (JOURNAL) |
| Identificadores do periódico | ISSN: 2210-6561 • E-ISSN: 2210-657X |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.lcsi.2026.101029 |
| OpenAlex | W7163040664 |
| Idioma | EN |
| Referências citadas | 42 |
Despite the growing national emphasis in China on supporting children's mathematical learning through play, rural kindergartens, a context that remains underexplored, continue to face challenges due to a lack of practical strategies to implement such reforms. In response, this study introduced Fleer's Conceptual PlayWorld (CPW), a play-based approach aimed at supporting a rural Chinese kindergarten teacher in navigating both policy expectations for play-based learning alongside mandated curriculum objectives in mathematics. Conducted in a public kindergarten in a rural area in northeast China, the research involved one teacher and 21 children aged 4–5 within a seven-month educational experiment. Drawing on cultural-historical theory, we explored the teacher's pedagogical shifts during the implementation of the CPW. Findings show that the teacher shifted her questioning strategies, dynamically positioned pedagogical roles to support children's intentions, and developed an awareness of the value of rural everyday experiences as meaningful resources to foster children's understanding of counting. This study highlights how CPW supported the teacher's mathematical instruction through imaginary play while addressing curriculum requirements in a Chinese rural kindergarten
China · Conceptual framework · Context (archaeology) · Curriculum · Face (sociological concept) · National curriculum · Rural area · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Mathematics Education and Teaching Techniques
A Continuum of Play-Based Learning
Social Processes in Early Number Development
Imagination and Creativity in Childhood
Moderating effect of the urbanicity construct on teachers’ capacities to foster children’s creativity in rural areas
A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context
Play and Its Role in the Mental Development of the Child
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach
Four Functions of Gesture in Promoting Thought Processes
Methodological Challenges of Studying Children in a Living Laboratory
How best to teach the cardinality principle
The research-based balance in early childhood mathematics
A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens
Above, below, or equal? Exploring teachers’ pedagogical positioning in a playworld context to teach mathematical concepts to preschool children
Chinese preschool teachers' knowledge and practice of teacher-child interactions
A qualitative study of the current transformation to rural village early childhood in China
Embodiment in Mathematics Teaching and Learning
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |