Developing kindergarten teacher capacity for play-based learning curriculum
A mediation analysis
Bibliographic Data
| ID | 21688756 |
|---|---|
| Authors | Alan Cheung (0000-0002-9013-1586, Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, corresponding author), Chrysa Keung (0000-0002-5072-4002, Department of Education Policy and Leadership, Faculty of Education and Human Development, The Education University of Hong Kong), Winnie Wing Yi Tam (Chinese University of Hong Kong), Winnie Tam (0000-0001-9978-3428, Centre for University and School Partnership, Faculty of Education, The Chinese University of Hong Kong) |
| Year | 2022 |
| Volume | 28 |
| Issue | 5 |
| Pages | 618-632 |
| Publication date | 2022-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2022.2062749 |
| OpenAlex | W4283383322 |
| Language | EN |
| Citations received | 7 |
| References cited | 32 |
This study explores kindergarten teachers’ beliefs about and practices of play-based learning with a focus on the mediation of teachers’ capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to ensure reliability and validity of the constructs. The third cohort year data from 40 kindergartens are used for examining the mediation effect. Results reveal that teacher beliefs are significantly associated with their pedagogical practices of play-based learning and their perceptions of whole-child development. Capacity building of teachers to practice a play-based learning curriculum partially mediates these associations and exhibits a strong association. Such capacities refer to teachers being able to design and adjust a play-based learning curriculum based on school background and developmental needs of children. Findings have significant practical implications for teacher education and professional development by strengthening relevant capacities
Cohort · Confirmatory factor analysis · Curriculum · Developmental psychology · Exploratory factor analysis · General partnership · Mathematics education · Mediation · Pedagogy · Psychometrics · Sociology · Structural equation modeling · Child Development and Digital Technology · Child Therapy and Development · Early Childhood Education and Development · Medicine · Psychology
Play-Based Learning in Early Childhood Education
Training Early Childhood Educators to Observe, Assess and Enhance Discrete Play Skills
Engaging Young Learners
A Scoping Review of the Relationship Between Play and Learning Beyond Preschool
A family-school-community partnership supporting play-based learning
Navigating challenges
Proliferation of private pre-tertiary schools in Nigeria
Advanced Structural Equation Modeling
A Continuum of Play-Based Learning
Collaborative leadership and school improvement
Contemporary Approaches to Assessing Mediation in Communication Research
Difficulties of Hong Kong teachers’ understanding and implementation of ‘play’ in the curriculum
Beyond Baron and Kenny
| Citations per year | 2.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |