Implementing Play-Based Pedagogy in Early Childhood Education in Hong Kong

Abstract

Abstract 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 early childhood education policy and practice. This chapter examines the interaction among early childhood education policy, Chinese culture, and classroom practices in the context of play-based pedagogy implementation in Hong Kong. First, the chapter discusses policy priorities by examining the evolution of the conceptualization of play across kindergarten education curriculum documents. Second, it explores the dialectic tensions between the expectations of the kindergarten curriculum among stakeholders, including educators and parents. Third, drawing on classroom observations, interviews, and questionnaire studies, it examines how play-based approaches are implemented in classrooms. The interplay of early childhood education policy and cultural forces in shaping the implementation of play-based approaches is discussed.