Purposeful play during learning centre time: from curriculum to practice

This article explores the correspondence between the vision of play articulated in Singapore's national kindergarten curriculum framework and the play-related pedagogies enacted by teachers on the ground, particularly during Learning Centre Time (LCT). Influenced by neo-liberal ways of thinking...

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Bibliographic Details
Published in:Journal of curriculum studies 2019-09, Vol.51 (5), p.715-736
Main Authors: Bautista, Alfredo, Habib, Malikka, Eng, Anthony, Bull, Rebecca
Format: Article
Language:English
Subjects:
classroom observation
Classrooms
Curricula
Curriculum
Educational Quality
Foreign Countries
Instructional Effectiveness
Kindergarten
Learning
Learning Activities
Learning Centers (Classroom)
learning centre time
National Curriculum
Neoliberalism
Pedagogy
Personal Autonomy
Preschool Children
Preschool education
Preschool Teachers
purposeful play
Student teacher relationship
Teacher Role
Teacher Student Relationship
teacher-child interaction
Teaching Methods
Time Management
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Summary:This article explores the correspondence between the vision of play articulated in Singapore's national kindergarten curriculum framework and the play-related pedagogies enacted by teachers on the ground, particularly during Learning Centre Time (LCT). Influenced by neo-liberal ways of thinking, the curriculum states that purposeful play is a medium to achieve intended learning outcomes. The study is part of a longitudinal project where 108 Kindergarten 1 classrooms were videotaped during a full 'typical day' (3-4 h). While learning centres were set up in all classrooms, only 36 LCT episodes were identified. Certain learning centre types (literacy, arts) were more common than others (numeracy, science), and time spent by teachers in the different centres varied widely. Children were allowed limited freedom of choice while playing in learning centres, and some were even required to complete assignments. While teachers tended to adopt facilitative roles, quality of instructional support provided to children was low. We conclude that pedagogical practices during LCT in the observed classrooms do not adequately reflect the curriculum's vision of purposeful play. This theory/practice gap might be due to curriculum expectations, teacher-related factors (beliefs, lack of preparation) and parental pressures. Implications, limitations and lines for future research are discussed.
ISSN:0022-0272
1366-5839
DOI:10.1080/00220272.2019.1611928