Parents in Hong Kong believe that play is harmful to childrenâs studies and socioâemotional development. However, the term âeduplayâ was first introduced by Rao and Li, a form of playâbased education with âChinese characteristicsâ. This term captures the beliefs of teachers and parents about how learning could happen through play and how it occurs in Chinese early childhood education settings. Nevertheless, the concept of âplaying to learnâ is becoming more accepted by Chinese parents. In many Chinese schools today, eduplay activities are designed to enhance childrenâs social competency. In the present study, a pre-post study was conducted to select 60 preschool students aged from three to five years. Thirty students were randomly assigned to the âexperimental groupâ to receive 10 eduplay sessions, whereas the remaining 30 students were assigned to the âcontrol groupâ. The Child Behaviour Checklist was distributed to the teachers before and after 10 eduplay sessions to assess the studentsâ social competence. An analysis of covariance was used to assess whether the internalising problems reduced more significantly in the students in the experimental group than in the students in the control group. The results indicate that the studentsâ social competence was significantly enhanced after 10 eduplay sessions. Suggestions were given to the school, teachers, and parents on how to apply eduplay in childrenâs learning and classroom teaching.View full textDownload full textKeywordseduplay, social competence, preschool childrenRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03004431003611487
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