Keywords
Theoretical concept
Policy analysis
Interview
Submitted : 2022-09-27
Accepted : 2022-10-12
Published : 2022-10-27
Abstract
Games are one of the basic activities in kindergartens, so what do “Curriculum gamification” and “Curriculum based Game” mean? Could kindergarten games become the curriculum? Combined with the history of curriculum development in China, Piaget’s play-stage theory and Vygotsky’s scaffold teaching theory, this paper discusses the differences in the understanding of the concept of “the transformation of curriculum and games”. Using representative cases in Jiangsu and Zhejiang provinces as examples, and through the analysis of the reform process of “Curriculum Gamification” and “Curriculum-based Game” in the Early Childhood Education (ECE) field, it was found that further exploration both in concept and practice is required to achieve high quality kindergarten education.
References
Ministry of Education of the People’s Republic of China, 2001, Directions of Preschool Education.
Ministry of Education of the People’s Republic of China, 2012, Guide of Learning and Development for 3–6-Year Old Children.
Ministry of Education of the People’s Republic of China, 2016, Kindergarten Work Procedures.
Li DL, 2018, Jiangsu: Comprehensively Promote Curriculum Gamification Management Primary School. China Education News, September 23, 2018.
Huang X, 2019, The Value Orientation Behind the — Proposition of “Curriculum gamification” or “Curriculum Based Game”, China Educational Journal, 2019(12): 57–61.
Yu Q, 2021, “Curriculum gamification”: A Poetic Journey of Childhood. Research on Education Development, 41(02): 58–64.
Qiu X, Gao M, 2021, Inheritance and Transcendence: From "Curriculum Gamification" to "Curriculum-based Game", Studies in Preschool Education, 2021(04): 3–10.
Cai H, 2018, The Effect and Enlightenment of Kindergarten Curriculum Construction in Jiangsu Province under the background of "Curriculum Gamification Project" — based on the perspective of teacher evaluation, Studies in Preschool Education, 2018(12): 39–51.
Ding Y, 2015, Promotion Strategy of Gamification of Kindergarten Curriculum, Studies in Preschool Education, 2015 (12): 64–66.
Qiu W, 2020, Curriculum Exploration of Large Outdoor Construction Games, Studies in Preschool Education, 2020(01): 88–91.
Zhou Y, 2016, The Significance and Approach of the Folk earth Chess Game Park-based Curriculum Development, Studies in Preschool Education, 2016 (10): 67–69.
Ding Y, 2017, Kindergarten Gamification Curriculum Construction Strategy Based on Intelligence Culture. Studies in Preschool Education, 2017(10): 67–69.
Cao Y, 2016, Garden-based Understanding and Implementation Strategy for “Course Gamification”, Studies in Preschool Education, 2016(12): 61–63.
Mei C, 2016, Development of Kindergarten Sports Activities Under the Background of Curriculum Gamification. Studies in Preschool Education, 2016(08): 64–66.
Chinese Preschool Education Research Association, 2003, Centennial Preschool Education in China (1903-2003). Education Science Press, Beijing.
Piaget J, 1951, Play, Dreams and Imitation in Childhood, Oxford Press, Oxford.
Vygotsky L, 2004, Vygotsky Education, People’s Education Press, Beijing, 14.
Zhang Y, Chen H, 2007, Teaching Method, Education Science Press, Beijing.
Yan Liu, 2012, Kindergarten Games and Guidance, Beijing: Higher Education Press, 2012.74-86
Zhu K, Yang L, Zheng G, et al., 2020, Gamification Learning Task Design under Crowd Sourcing Concept. Modern Distance Education, 2020(01): 54–61.