Joyful Learning through Play: Implementing Play-Based Learning Policy through Music Education (Abstract)

Studies on the benefits of play have influenced current curricular policies mandating the adoption of play-based learning in early childhood education worldwide. The Hong Kong Government’s latest Kindergarten Education Curriculum Guide was themed ‘Joyful Learning through Play’, and stated that ‘play’ should be the focus of the curriculum. In Hong Kong, arts education is recognized as a key area in the early childhood curriculum framework, and music is officially recommended as the kindergarten daily activity. Nevertheless, early childhood teachers in Hong Kong did not receive sufficient training in music education and the application of play-based approach in music education in their pre-service education. The conceptions of music and play among kindergarten teachers may still be vague, and this may create challenges for the application of recommendations made by the government. This paper reports part of a larger research project investigating the implementation of a play-based approach in music education in Hong Kong. Based on Bandura’s self-efficacy theory, a multiple-case study was carried out in which 12 Hong Kong kindergartens were purposively selected. In-depth semi-structured interviews, questionnaire survey, focus group discussions, and observations were conducted to understand teachers’ pedagogical practice, perception of, and self-efficacy regarding the implementation of a play-based approach in music education. The purposes of this study are to: (i) examine the current ways in which a play-based approach in music has been delivered in kindergartens; (ii) investigate the perception and self-efficacy of teachers in the implementation of play-based approach in music; and (iii) explore the content knowledge, musical skills, and pedagogical competencies that teachers need for implementing the approach. Preliminary findings reveal that early childhood generalists in Hong Kong have relatively low self-efficacy regarding implementing a play-based approach in music education. Particularly, they are struggling with the pedagogical decisions between free play and adult-guided play. This study provides the higher education institutions with evidence-based recommendations on the development of music teacher training framework for addressing generalists’ pressing professional needs in music education, and provides significant insights into the application of play-based learning in kindergarten classrooms which has become a cornerstone in early childhood education.