Ä5 ÷ Ä2 Á Vol017 02 Í CÀ J ® À Ò (

2009.
06
Journal of Educational Research and Development
27

When Play Meets Early Childhood Curriculum
Jui-Chin Huang
Professor, Department of Early Childhood and Family Education, National Taipei University of Education
Abstract
Play orientation in curriculum is the unique and lasting issue in early childhood
education. This paper aimed at analyzing and clarifying the conceptual approaches of play
while meeting early childhood curriculum through the review of contemporary literature
about the conceptions of play and early childhood curriculum. Results indicated that the
conceptions of play transform across the approaches of curriculum conception, objective,
content, organization, and evaluation. The conceptions of play in curriculum as teachers
teaching specific content tend to be the close way, the limited behavioral category, the
intended play teaching objective, the specific teaching material, organizing pattern from
outer control, and objective-directed evaluation. The conceptions of play in curriculum as
students organizing their own learning experiences tend to be the open way, the multiple
context, the emerging objective, contextualized experience, organizing pattern from inner
control, evaluation truly reflecting whole development and learning. The suggestion about
the play-oriented approach of future national early childhood curriculum program was
made.
Keywords: early childhood, play, curriculum
2009.06
28 Journal of Educational Research and Development

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2009.

When Play Meets Early Childhood Curriculum

Keywords: early childhood, play, curriculum

Johnson, Christie, & Wardle ,

more or less play

Kaiser & Rasminsky, 2003

Johnson, Christie & Wardle , 200551

Bruner, 1972Sutton-Smith, 19972007

Nicolopoulou, Mcdowell & Brockmeyer, 2006

Rubin, Fein & Vandenberg, 1983

Wood & Attfield, 2005188

process approachLauritzen, 1992

Bredekamp, S., & Copple, C.1997). Developmentally appropriate practice in early

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