Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers-Reference-Cited by-同舟云学术

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Facilitating Hong Kong Kindergarten Teachers’ Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers

Published:2023-12-27 Issue: Volume: Page:1-16
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Yin Hongbiao¹^ORCID,Cheung Alan Chi Keung²,Tam Winnie Wing Yi³,Lau Elaine³

Affiliation:

1. Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong

2. Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong

3. Centre for University & School Partnership, Faculty of Education, The Chinese University of Hong Kong

Funder

Research Grants Council of Hong Kong SAR

Faculty of Education, Chinese University of Hong Kong

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2298643

Reference47 articles.

1. Sustaining collaborative preschool partnerships and the challenges of educating the whole child

2. Teachers' views on play-based practice in Abu Dhabi kindergartens

3. Bandura, A. (1997). Self-efficacy: The exercise of control. Henry Holt & Co.

4. Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching

5. ECE teachers’ views on play-based learning: a systematic review

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