Chinese early childhood teachers' perceptions and conflicts regarding children's play

In this study, we aimed to explore Chinese early childhood educators' perceptions of children's play in early childhood education settings and to identify the conflicts and dilemmas teachers encounter in planning and facilitating play activities. To achieve this, we conducted interviews with four early childhood teachers employed in kindergartens across various regions in China. The findings revealed that teachers perceive play as an activity children should freely choose, with an emphasis on exploration and outcomes during play. Furthermore, teachers regard social interaction as essential within children's play and view play as a unique form of learning. Analysis of the challenges faced by teachers in planning and implementing play activities revealed that they often experience conflicts related to safety concerns. Additionally, teachers reported experiencing tension when their personal beliefs about play differed from those of parents. Finally, teachers found it difficult to define their role in facilitating play due to inadequate physical and mental support for play activities.