Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22175
Title: 
Authors: 
Subjects: 
Curriculum
Pedagogy
Purposeful play
Learning centre time
Preschool education
Classroom observation
Teacher–child interaction
Issue Date: 
2019
Citation: 
Bautista, A., Malikka Habib, Eng, A., & Bull, R. (2019). Purposeful play during learning centre time: From curriculum to practice. Journal of Curriculum Studies, 51(5), 715-736. https://doi.org/10.1080/00220272.2019.1611928
Abstract: 
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Journal of Curriculum Studies. The published version is available online at https://www.tandfonline.com/doi/abs/10.1080/00220272.2019.1611928
URI: 
ISSN: 
0022-0272 (print)
1366-5839 (online)
DOI: 
Grant ID: 
Education Research Funding Programme (Grant no. OER 09/14RB)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
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