Perceptions of Play and Drama in Education in Early Years Classrooms in China
Citation:
Carmel O'Sullivan and Niamh Price, Perceptions of Play and Drama in Education in Early Years Classrooms in China, Drama Research: International Journal of Drama in Education, 10, 1, 2019, 1 - 41Download Item:
Perceptions of Play in China - Drama Research.pdf (PDF) 1014.Kb
Abstract:
Set against the background of the Chinese government’s commitment to universalise early childhood educational provision, this exploratory study investigated the value attributed to play and drama-based teaching and learning in early childhood education from the perspectives of parents, teachers and Head Teachers from Suzhou in Jiangsu Province. Adopting a mixed methods approach involving online surveys and semi-structured interviews, the findings indicate that while parents expressed interest in dramatic play-based approaches to education in their children’s classrooms, broader societal and philosophical influences about the purposes of education prevail, and they were concerned about their children falling behind in a highly competitive education system. Teachers and Head Teachers were similarly aware of the value of dramatic play in young children’s development, but lacked the knowledge, skills and resources to implement a dramatic play-based approach to teaching and learning in their classrooms. The data support proposals for greater investment in initial teacher education and in continuing professional development in the areas of play-based pedagogies such as Drama in Education.
Author's Homepage:
http://people.tcd.ie/carosullDescription:
PUBLISHED
Author: O'Sullivan, Carmel
Type of material:
Journal ArticleCollections:
Series/Report no:
Drama Research: International Journal of Drama in Education10
1
Availability:
Full text availableSubject (TCD):
Creative Arts Practice , Identities in Transformation , Arts Education , China , Early childhood educationISSN:
2040-2228Licences: