Developing Kindergarten Teacher Capacity for Play-Based Learning Curriculum: A Mediation Analysis

Autor/inn/en	Cheung, Alan; Keung, Chrysa; Tam, Winnie
Titel	Developing Kindergarten Teacher Capacity for Play-Based Learning Curriculum: A Mediation Analysis
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 5, S. 618-632Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Alan) ORCID (Keung, Chrysa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062749
Schlagwörter	Forschungsbericht; Preschool Teachers; Kindergarten; Play; Curriculum Design; Capacity Building; Student Needs; Teaching Methods; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hongkong
Abstract	This study explores kindergarten teachers' beliefs about and practices of play-based learning with a focus on the mediation of teachers' capacity building with designing a play curriculum. Quantitative data are collected through a questionnaire with three cohort samples of 90 kindergartens who participated in a university-school partnership project. The data drawn from the first and second cohort years of 50 kindergartens are examined by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to ensure reliability and validity of the constructs. The third cohort year data from 40 kindergartens are used for examining the mediation effect. Results reveal that teacher beliefs are significantly associated with their pedagogical practices of play-based learning and their perceptions of whole-child development. Capacity building of teachers to practice a play-based learning curriculum partially mediates these associations and exhibits a strong association. Such capacities refer to teachers being able to design and adjust a play-based learning curriculum based on school background and developmental needs of children. Findings have significant practical implications for teacher education and professional development by strengthening relevant capacities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01