The Impact of Kindergarten Teachers’ Beliefs on the Implementation of Play-Based Learning (PBL) in China

Authors

  • Zhang Haihan Faculty of Education Universiti Malaya, Kuala Lumpur, Malaysia
  • Mohd Nazri Abdul Rahman Faculty of Education Universiti Malaya, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.30651/psychoseries.v1i1.25231

Keywords:

kindergarten teachers’ belief , play-based learning (PBL) , case study

Abstract

Kindergarten teachers' beliefs play a vital role in the implementation of Play-Based Learning (PBL) pedagogy. This study aims to analyze the impact of teachers’ beliefs on the design, implementation, and evaluation of play-based pedagogy through semi-structured interviews with two public kindergarten teachers. The results show that teachers' beliefs directly affect the positioning of play in the curriculum, the selection of play content, and the combination with teaching objectives. Teachers' professional development and policy environment also play an important role in the formation and change of beliefs. This study provides practical suggestions for promoting the further development of play-based teaching in Early Childhood Education of Chian.

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Published

2025-01-14

How to Cite

Zhang Haihan, & Mohd Nazri Abdul Rahman. (2025). The Impact of Kindergarten Teachers’ Beliefs on the Implementation of Play-Based Learning (PBL) in China. Proceeding Series Fakultas Psikologi Universitas Muhammadiyah Surabaya, 1(1). https://doi.org/10.30651/psychoseries.v1i1.25231

Issue

Vol. 1 No. 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, AND CULTURAL SYNERGY

Section

Cultural integration in education

License

Copyright (c) 2025 Zhang Haihan, Mohd Nazri Abdul Rahman

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