Abstract Book of the 9th International Conference on Research in Education
Year: 2025
DOI:
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The Dichotomy of Learning Through Play or Playing to Learn: Rethinking the Role of Play in Chinese Kindergarten Education
Qiming Liu
ABSTRACT:
Educators in China face challenges when balancing structured academic learning with play-based pedagogy. Due to the influence of Confucianism, there is a large emphasis on rote learning and memorisation which leads to a lack of play opportunities. By using non-probability sampling to recruit eleven Chinese kindergarten teachers from two settings, this study employed semi-structured interviews to discover perspectives of play in this context. Likewise, as the participants often used classroom observation, they could share their perceptions of ‘learning through play’ and ‘playing to learn’. The study also sought to discover how educators conceptualise and implement play-based pedagogy within a knowledge-based curriculum. Besides, the study considered the educational implications of separating play from structured learning, particularly in areas like creativity, problem-solving, emotional regulation and social skills.
Thematic analysis was used to discover themes and similarities, finding that teachers experience tension when viewing play as a break from learning rather than a vital part of the learning process. Nonetheless, when the teachers commented on their observations, it was discovered that children displayed higher levels of creativity, problem-solving and emotional regulation during free play when compared to structured activities. In contrast, teacher-led play focussed on reinforcing academic knowledge, limiting opportunities for self-directed learning and meaningful play experiences. The findings offer valuable insights to enhance play experiences in China’s early childhood education.
keywords: Implications, Outcomes, Pedagogy, Perceptions, Training