Teacher-Guided Play: Implications for Chinese Early Childhood Education in the Context of Curriculum Reform

Abstract

The construct of play is more and more emphasized in preschool practice in China in recent years in the context of early childhood education reform. However, the conflict between emphasis on free play by the reform efforts and traditional value on academic learning through hard work makes the implementation of play-based pedagogy in Chinese preschools problematic. This paper discusses the tension between play and learning reflected in educational reform efforts and argues that different types of play have positive effects on learning, including learning of academic skills. Compared with free play emphasized in Shanghai-China preschool curriculum, the author proposes that teacher-guided play is more appropriate for Chinese context and should be conducted more as a balance between direct instruction and free play in Chinese early childhood education.