Playing to Learn in China v.s. in the Western World
How China Can Learn from the Western Experiences
These authors contributed equally.
- DOI
- 10.2991/assehr.k.220131.075How to use a DOI?
- Keywords
- early childhood education; playful learning; construction play; skill-development play; creative play
- Abstract
For children from birth to the age of eight, the play has been regarded as a training ground for their growth. The play has been well discussed theoretically and empirically in early childhood education settings due to its age appropriateness and individual appropriateness for children in early childhood programs, specifically in the Western world. In contrast to the rich and dense discussion on play in Western countries, the discussion on playful learning in China started relatively late. It is only gaining popularity among Chinese scholars in recent decades. However, even though playful learning has gained popularity, limited research discussions on how playful learning was and/or should be used in the new context in China were found. Thus, this paper aims to discuss what and how plays were/are used in Western countries to shed light on how plays could be used in China’s new context.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Nuan Chen AU - Yilan Jiang AU - Han Li AU - Yue Liu PY - 2022 DA - 2022/02/01 TI - Playing to Learn in China v.s. in the Western World BT - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021) PB - Atlantis Press SP - 414 EP - 421 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220131.075 DO - 10.2991/assehr.k.220131.075 ID - Chen2022 ER -