Developing A Culturally Situated Conceptual Play Model for Chinese Kindergartens

This article applies cultural translation theory and cultural historical theory to question whether Western conceptualizations of play are transferable to China. In this qualitative research study, I conducted semi-structured interviews with 11 teachers from two kindergartens located in a Chinese province to discover teachers’ definitions and conceptualizations of play, as well as to understand whether children’s play experiences are more aligned with the West or the Chinese cultural context. From the thematic analysis, it was discovered that while some teachers could not define play, others understood the pedagogical approach as a learning tool for knowledge acquisition. Furthermore, teacher-led games were prominent in the research setting, illustrating the role of Confucianism in positioning the teacher as a leading agent in the classroom. It was also found that from the teachers’ perspectives, children enjoy structured games or play-based activities. Hence, it is concluded that Western conceptualizations of play cannot simply be transferred to China without the use of cultural translation. Based on the interview findings, this article proposes a novel Culturally Situated Conceptual Play Model for supporting Early Childhood Education practice in China, highlighting the imbalance between structured play (yóuxì) and unstructured play (wán shuǎ). The new model can be used to inform policymakers globally about the creation of culturally specific play pedagogies and the importance of culturally appropriate play models. It can support teachers in reflecting on their play activities, drawing out conversations regarding the potential increase in wán shuǎ opportunities for children.