Developing a Culturally Based Play Inventory from the Perspectives of Hong Kong Parents and Children: A Content Analysis Method

Autor/inn/en	Siu, Angela; Keung, Chrysa
Titel	Developing a Culturally Based Play Inventory from the Perspectives of Hong Kong Parents and Children: A Content Analysis Method
Quelle	In: Education 3-13, 50 (2022) 7, S.868-879 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keung, Chrysa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1915356
Schlagwörter	Cultural Relevance; Play; Measures (Individuals); Foreign Countries; Parent Attitudes; Young Children; Kindergarten; Childrens Attitudes; Content Analysis; Parent Participation; Dramatic Play; Toys; Physical Activities; Games; Recreational Facilities; Hong Kong + Suchen Sie Ihr Suchwort? Spiel; Messdaten; Ausland; Elternverhalten; Frühe Kindheit; Inhaltsanalyse; Elternmitwirkung; Dramatisches Mittel; Theaterstück; Toy; Spielzeug; Game; Spiele; Freizeiteinrichtung; Hongkong
Abstract	Using a content analysis method, this study develops a culturally based inventory of play categories from parents and children reports and explores how such types of play varies in environment and time. A total of 171 parent-child dyads from 13 Hong Kong kindergartens participated in the study. Results reveal that play practices reported from Hong Kong parents and children are categorised into four types. Data from parents and children show that a high frequency of symbolic and sociodramatic play is arranged on weekdays, whereas place-specific activity is the most frequently arranged in weekends. The qualitative quotes from parent and children interviews share the consistent view which reflects symbolic and sociodramatic play as the most liked activities. However, findings exhibit the inconsistent view on the most wanted play activities. Implications of these findings and suggestions about parental involvement and play facilitation for children are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01