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I Title CHILDREN LEARNING THROUGH PLAY Title CHILDREN LEARNING THROUGH PLAY: PERSPECTIVES AND PRACTICES OF EARLY CHILDHOOD EDUCATORS IN SINGAPORE PRESCHOOLS SERVING CHILDREN AGED FOUR TO SIX YEARS THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF EDUCATION AT UNIVERSITY OF LEICESTER BY CHEN FONG PENG 2011 i CHILDREN LEARNING THROUGH PLAY: PERSPECTIVES AND PRACTICES OF EARLY CHILDHOOD EDUCATORS IN SINGAPORE PRESCHOOLS SERVING CHILDREN AGED FOUR TO SIX YEARS BY CHEN FONG PENG Abstract This research study seeks to explore preschool teachers‟ perspectives about using play as a means to promote children‟s learning in preschool settings serving children aged four to six years. This qualitative research study is guided by four research questions, (1) how do teachers in selected preschools in Singapore define play as a means to learning? (2)What do preschool teachers see as the benefits of play as a means to learning? (3) How do preschool teachers see their roles in promoting learning through play? (4)What do preschool teachers see as obstacles to using play as a means to promote learning? A case study approach, together with an interpretive paradigm is adopted. Eighteen early childhood teachers participated in this research study. Findings of this research study revealed that teachers (a) defined play differently, (b) believed that play was important for children‟s learning and development across key domains (c) performed multi-faceted roles, and (d) encountered obstacles using play as a curricular tool. Based on the findings of this study, implications for the early childhood practices are deliberated and recommendations for future research are also suggested. ii Acknowledgements Completion of my thesis has been rewarding for me, both personally and professionally. I like to thank many individuals for making this research possible and successful. My deepest appreciation goes to my supervisor, Professor Janet Ainley, who has been very supportive during my doctoral journey, providing me with advice and critical feedback. She has been my excellent teacher, guiding me and bringing my study to fruition. I would like to express my gratitude and appreciation to Professor Clive Dimmock and Professor Bernard Barker for their advice given during the initial planning stage of my research study. I would also like to express my heartfelt thanks to my management, especially Ms June Rusdon, Professor Jeremy Williams and Ms Marini Khamis for their support and words of encouragement. I am also grateful to all the teacher-participants who have willingly participated in my pilot study and the main study. Last but not least, my deepest appreciation goes to my family members and friends, especially my husband, for his constant and unwavering support throughout the entire course of my study. iii Table of Contents Title ...................................................................................................................................... i Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................ iii Table of Contents ............................................................................................................... iv List of Tables ..................................................................................................................... ix List of Appendices ...............................................................................................................x Abbreviations ..................................................................................................................... xi Chapter One: Statement of Research Problem .....................................................................1 1.1 Introduction ....................................................................................................................1 1.2 Research Context ...........................................................................................................3 1.2.1 Overview of Preschool Education in Singapore ................................................ 4 1.2.2 The Need for Quality Preschool Education ....................................................... 5 1.2.3 Features of the Kindergarten Curriculum Framework ....................................... 7 1.3 Identification of Research Problem .............................................................................10 1.4 Research Aims .............................................................................................................13 1.5 Research Questions ......................................................................................................14 1.6 Significance of Study ...................................................................................................16 1.7 Researcher‟s positioning ..............................................................................................18 iv 1.8 Chapter Summary ........................................................................................................18 1.9 Outline of the Thesis ....................................................................................................19 Chapter Two: Literature Review ........................................................................................21 2.1 Introduction ..................................................................................................................21 2.2 Teachers‟ Belief Structures about Classroom Pedagogies ...........................................23 2.2.1 Research on Teachers‟ Pedagogical Beliefs .................................................... 26 2.3 Theoretical Perspectives about How Children Learn ..................................................31 2.3.1 Cognitive Constructivism ................................................................................ 35 2.3.2 Sociocultural Theory ........................................................................................ 37 2.4 Teachers‟ Classroom Practices in Early Childhood Setting ........................................39 2.4.1 Teacher-Directed Approach ............................................................................. 42 2.4.2 Child-initiated Approach ................................................................................. 45 2.4.3 The Reality ....................................................................................................... 53 2.5 The Value of Play ........................................................................................................54 2.5.1 Benefits of Play ................................................................................................ 55 2.6 Roles of Teacher in Play ..............................................................................................63 2.7 Chapter Summary ........................................................................................................64 Chapter Three: Research Design and Methodology ..........................................................66 3.1 Introduction ..................................................................................................................66 3.2 Research Paradigms .....................................................................................................67 3.3 Research Approach ......................................................................................................69 v 3.4 Sample Selection ..........................................................................................................70 3.4.1 Types of Preschool Setting .............................................................................. 71 3.4.2 Early Childhood Teachers‟ Professional Qualifications .................................. 72 3.4.3 Working Experience ........................................................................................ 73 3.4.4 Age ................................................................................................................... 73 3.4.5 Gender .............................................................................................................. 74 3.5 The Settings .................................................................................................................76 3.6 Methods of Data Collection .........................................................................................78 3.6.1 Interviews ......................................................................................................... 78 3.6.2 Observations .................................................................................................... 81 3.6.3 Documentary Data ........................................................................................... 82 3.7 Administration of the Pilot Study ................................................................................82 3.7.1 Pilot Study Results ........................................................................................... 84 3.8 Administration of the Main Study ...............................................................................86 3.9 Data Analysis ...............................................................................................................87 3.10 Validity and Reliability ..............................................................................................88 3.10.1 Member Checking .........................................................................................
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