Play in Asian preschools? Mapping a landscape of hindering factors

Abstract

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems.

Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study

“…Therefore, some new concepts such as "eduplay" [2], "guided play", "purposeful play", "playful learning", "structured play", and "teacher-directed play" [12] have been proposed to label this endeavor to balance between children's right to play and learning for school readiness. These concepts, however, do not completely square with the traditional definitions of play; instead, they are the hybrid and fusion of the Eastern and Western beliefs about early childhood learning and play [13].…”

“…In the 21st century, the phenomenon of globalization has been widely observed in the field of ECE around the world, and notably in Asian societies [6,[13][14][15]]. The notion of child-centeredness became a globally recognized and accepted ECE concept.…”

“…In recent decades, the globalization of education "has served prominently as a channel for bringing dominant Western influences into the non-West" [18] (p. 12). Indeed, this phenomenon has profoundly impacted educational policies on continents such as Asia in terms of defining what quality, effective, and responsive education should be [6,[13][14][15]. Not only have the mindsets of teachers and educational leaders been influenced by this phenomenon, but also parents and caregivers.…”

“…According to Confucianism, one's greatest and ultimate goal is achieving self-perfection and self-realization with discipline, obedience, and effort. This philosophy has directed Chinese parents' educational ideas away from fun, happiness, and independence [13]. Furthermore, the Confucianism concept of Guan (i.e., teaching children to exhibit proper or expected behaviors) has cultivated a top-down, adult-directed learning culture in both the home and the classroom [13,20].…”

Effect of Game Teaching Assisted by Deep Reinforcement Learning on Children’s Physical Health and Cognitive Ability

“…In kindergarten, children can acquire knowledge and skills in various entertainments and organized games to achieve educational and teaching goals [3]. is idea of early childhood education based on children has been reflected in many recognized early childhood education [4]. It can be seen that, whether in terms of development, evolution, or the current preschool education policy and actual situation, "game-based teaching" has been recognized, valued, and even highly valued by kindergarten education in European countries [5].…”