{"title":"马来西亚幼儿教师游戏学习实践之个案研究","authors":"San Li Kheioh, Hui Min Low","doi":"10.21315/km2022.40.1.2","DOIUrl":null,"url":null,"abstract":"Malaysian early education authorities have advocated for play-based learning in Malaysian classrooms in recent years. However, there is minimal recorded evidence of the state of play-based learning implementation in preschools. This study seeks to investigate the practice of play-based learning by three Chinese-ethnic teachers in a preschool. The choice of a case study is to enable a detailed examination of the intertwining relationship between knowledge, attitude and practice of play-based learning among the case study teachers. The findings obtained from three sets of self-report rating and observation point to a stronger influence of knowledge than attitude on the teachers’ practice of play-based learning. Improved knowledge about play-based learning is critical for the Malaysian preschool teachers to apply play-based learning in their teaching practice. Without adequate knowledge in play-based learning, there is the risk that teachers will continue to perceive “play” and “learning” as two separate entities, and correspondingly believe that play has an adverse effect on learning.","PeriodicalId":43145,"journal":{"name":"Kajian Malaysia","volume":"1 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Case Study of Malaysian Teachers’ Practice of Play-based Learning in Preschool\",\"authors\":\"San Li Kheioh, Hui Min Low\",\"doi\":\"10.21315/km2022.40.1.2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Malaysian early education authorities have advocated for play-based learning in Malaysian classrooms in recent years. However, there is minimal recorded evidence of the state of play-based learning implementation in preschools. This study seeks to investigate the practice of play-based learning by three Chinese-ethnic teachers in a preschool. The choice of a case study is to enable a detailed examination of the intertwining relationship between knowledge, attitude and practice of play-based learning among the case study teachers. The findings obtained from three sets of self-report rating and observation point to a stronger influence of knowledge than attitude on the teachers’ practice of play-based learning. Improved knowledge about play-based learning is critical for the Malaysian preschool teachers to apply play-based learning in their teaching practice. Without adequate knowledge in play-based learning, there is the risk that teachers will continue to perceive “play” and “learning” as two separate entities, and correspondingly believe that play has an adverse effect on learning.\",\"PeriodicalId\":43145,\"journal\":{\"name\":\"Kajian Malaysia\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2022-04-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Kajian Malaysia\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21315/km2022.40.1.2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"AREA STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Kajian Malaysia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21315/km2022.40.1.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"AREA STUDIES","Score":null,"Total":0}
A Case Study of Malaysian Teachers’ Practice of Play-based Learning in Preschool
Malaysian early education authorities have advocated for play-based learning in Malaysian classrooms in recent years. However, there is minimal recorded evidence of the state of play-based learning implementation in preschools. This study seeks to investigate the practice of play-based learning by three Chinese-ethnic teachers in a preschool. The choice of a case study is to enable a detailed examination of the intertwining relationship between knowledge, attitude and practice of play-based learning among the case study teachers. The findings obtained from three sets of self-report rating and observation point to a stronger influence of knowledge than attitude on the teachers’ practice of play-based learning. Improved knowledge about play-based learning is critical for the Malaysian preschool teachers to apply play-based learning in their teaching practice. Without adequate knowledge in play-based learning, there is the risk that teachers will continue to perceive “play” and “learning” as two separate entities, and correspondingly believe that play has an adverse effect on learning.