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Preschool Teachers’ Beliefs And Practices Of Play In The Context Of Curriculum Reform In China: A Case Study In Guangxi Zhuang Autonomous Region

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dc.contributor.authorCao, Xuemei
dc.date.accessioned2026-03-11T00:29:04Z
dc.date.available2026-03-11T00:29:04Z
dc.date.issued2025-06
dc.description.abstractThis case study investigates the beliefs and practices of mainland Chinese preschool teachers regarding play following the 1980 early childhood education (ECE) curriculum reform, which advocated a shift from teacher-led instruction to child-centered, play-based pedagogy. Recognizing prior research highlighting tensions between this Western-influenced approach and Chinese cultural norms alongside existing practices, this study examines how twelve teachers from two public kindergartens in Guangxi, southern China, perceive and implement play by negotiating Western pedagogical theories and Chinese traditional values. The findings reveal that teachers adopted a hybrid approach to play, characterized by the integration of child autonomy with intentional teacher scaffolding, and a prioritization of adult guidance for disadvantaged children lacking adequate play resources and parental support.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/23770
dc.language.isoen
dc.subjectPreschool teachers--China
dc.subjectCurriculum change
dc.titlePreschool Teachers’ Beliefs And Practices Of Play In The Context Of Curriculum Reform In China: A Case Study In Guangxi Zhuang Autonomous Region
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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