Integrating Play-Based Pedagogy into a Knowledge-Based Curriculum: Supporting Children's Understanding of Anger in a Chinese Kindergarten

Qiming Liu^*Helen Demetriou

• University of Cambridge, Cambridge, United Kingdom

Children's anger identification and management are vital in the early years, and to support this, play can be deemed a suitable approach. However, despite the requirements for play-based learning in China's kindergartens, issues exist in its practical implementation. Therefore, this largely qualitative paper brings together two themes: implementing play in China and supporting children's understanding of anger through play by creating and testing a week-long culturally appropriate plan with 40 children in a Chinese kindergarten. An oral assessment was created and used to measure children's understanding of anger, while teachers participated in semi-structured interviews to share their views of the play plan. Findings include that a range of culturally appropriate play types can support children's understanding of anger. Implications for policymakers include embedding socio-emotional learning more into the early years curriculum, while kindergarten leaders need to support teachers with using play.