Search results for: Cheng Pui-Wah Doris

'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. This article examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning.