Mind the Gaps: Teachers’ Transformation of Play-Based Pedagogical Practice in Early Childhood Education in China

This qualitative study explores how early childhood teachers in China conceptualise play-based teaching and learning and transform their pedagogical practices to support children's learning and development, considering new policies on play-informed pedagogy. The research seeks to inform improved opportunities for impactful learning in early childhood by understanding teachers' perspectives regarding the policy on play in their sociocultural contexts. The study is premised on the view that researchers can gain valuable knowledge by carefully analysing teachers' beliefs to enhance pedagogical practices and foster innovative approaches to curriculum and policy development in early childhood education.