Free play in Hong Kong kindergartens? Analyzing the correspondence between curriculum and practice

While Hong Kong’s official kindergarten curriculum framework emphasizes free play as central to children’s development and learning, little is known about how this concept is being implemented in practice. This observational study examines the alignment between free play as defined in the curriculum and actual classroom practices. We video-recorded and analyzed 30 naturally occurring play sessions, with one per class, from 19 local kindergartens. Videos were coded based on six dimensions: 1) structure; 2) setting; 3) group size; 4) materials; 5) degree of freedom; and 6) teacher roles. Our findings reveal that 60% of the observed play sessions began with teacher-guided academic tasks, primarily focusing on literacy, numeracy, and arts. All sessions included a less structured period allowing children full freedom in terms of choosing partners, but limited choice regarding activities and materials. Teachers predominantly acted as activity participators and focused on assignments. They occasionally served as stage managers but were never uninvolved. We conclude that there is a significant curriculum-practice gap, raising questions about the socio-cultural viability of free play in Hong Kong, as articulated in the official curriculum framework. The study highlights the need to “glocalize” the curriculum to better align with local practices and values.