Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework

Autor/in	Baker, Fiona S.
Titel	Tensions in Policy and Practice: Influences on Play in Abu Dhabi's New School Model KG Framework
Quelle	In: Early Child Development and Care, 184 (2014) 12, S.1830-1842 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.888176
Schlagwörter	Foreign Countries; Educational Policy; Educational Practices; Conflict; Educational Change; Influences; Models; Kindergarten; Cultural Influences; Social Influences; Play; Educational Objectives; Semi Structured Interviews; Preschool Teachers; Outcome Based Education; Academic Achievement; Learning Readiness; Parent Attitudes; Teacher Surveys; Teacher Attitudes; Educational Strategies; Case Studies; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Konflikt; Bildungsreform; Influence; Einfluss; Einflussfaktor; Analogiemodell; Cultural influence; Kultureinfluss; Sozialer Einfluss; Spiel; Educational objective; Bildungsziel; Erziehungsziel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lernerfolgsmessung; Schulleistung; Lernbereitschaft; Elternverhalten; Lehrerverhalten; Lehrstrategie; Case study; Fallstudie; Case Study
Abstract	This article reports on three salient socio-cultural and systemic factors that are influential in play in Abu Dhabi Education Council's (ADEC's) kindergarten (KG) framework from the teacher perspective. Anecdotal evidence suggests that during ADEC's progressive educational reform, emphasis has reverted to academic performance outcomes rather than whole child learning through play. Tensions may then occur surrounding the nature and extent of play practices for early learning. Following semi-structured interviews with 60 KG teachers, three salient factors emerged. These are illustrated in this article and discussed in light of the international literature on play. Tensions in policy and practice highlighted in this article are: a focus on academic performance outcomes; children's readiness to engage in play and parent perspectives on play. The article then discusses what these tensions may mean for the future of play in ADEC KGs situated within a period of educational reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10