From March to April 2025, the research team from Chor Hang Educational Research Institute (CHERI) at Yew Chung College of Early Childhood Education (YCCECE) conducted on-site guidance at kindergartens under the Third Kindergarten Group of Futian District. After gaining a deep understanding of each kindergarten’s operations and needs, the expert team conducted field observations of the environment, classroom theme teaching, learning centers, and children's free play across age groups. Using visualized data feedback, they provided targeted on-site training and professional guidance for school leadership and front-line teachers.

Each kindergarten received a tailored improvement plan—"one kindergarten, one solution"—which effectively addressed practical challenges such as "the rational use and planning of limited space" and "implementation and exploration of outdoor free play", based on each kindergarten's unique context.

From 10–13 April, the second round of thematic training for the Third Kindergarten Group of Futian District was conducted by YCCECE, focusing on how to implement play-based learning in kindergartens. The training was delivered by CHERI Senior Researchers Ms. Zhang Dandan and Ms. Penny Pan.

Drawing Out Childhood Memories: Evoking Playful Resonance

On the first day, Lecturer Zhang Dandan began with "childhood memories", guiding participants to revisit their childhood games through drawing. Classic games like hopscotch and jump rope were vividly brought to life, and participants shared emotional experiences such as joy, freedom, fun, immersion, relaxation, and a sense of accomplishment.

Participants then discussed the evolution of play-based education by generation. Managers born in the 1970s and 1980s reflected on their own educational experiences, while younger participants from the 1990s and 2000s introduced fresh perspectives such as “AI + Play”, sparking lively discussion.

Outdoor Observation: Understanding the Impact of Play-Based Education

Ms. Zhang led participants in observing outdoor play activities. Using the newly developed Kindergarten Quality Assessment Scale from Yew Chung College, the team conducted in-depth observations in five featured play areas. Managers focused on teacher-child interactions and gained insights into how play functions as a core component of early childhood education.

Diverse Teaching Models: Exploring the Role of Play in Different Curriculum Approaches

In the afternoon, Ms. Zhang used real-world cases such as “The Kindergarten Tree” and “Express Delivery” to introduce both theme-based and project-based teaching methods. She also showcased emergent curriculum examples like “Creating a Travel Agency” and “Exploring Snakes and Insects”.

During the group discussion on “The Role of Play in Three Curriculum Models”, participants offered in-depth comparisons based on children’s agency, depth of learning, learning methods, ways play is presented, and materials used, while others cleverly summarized the key features of play in each model in just one sentence.

Instructional Supervision and Teacher Support: Rethinking the Role of Management

Later, Ms. Zhang led a session on “How to Observe Classrooms and Communicate Effectively with Teachers” for kindergarten managers. She introduced the five steps of instructional supervision and various leadership behaviors, emphasizing the importance of aligning communication strategies with the specific needs of teachers and context to better support professional development.Through role-play simulations, each group demonstrated their understanding of supervision concepts, deepening their practical knowledge.

Seven Key Teacher Roles in Children's Play

On the second morning, Ms. Zhang delivered a session to front-line teachers, breaking down seven essential roles of educators in children’s play: Observer, Environment Designer, Coordinator, Play Partner, Documenter, Planner, and Evaluator/Communicator. Using real-life examples, she explained how teachers can observe children, set up play environments, mediate conflicts, document behavior, and guide learning, while encouraging a developmental perspective on children’s abilities and potential.

Focusing on Observation: Enhancing Responsive Teaching

In the afternoon, Lecturer Penny Pan conducted a training session for front-line teachers centered on the theme of observation. She elaborated on observation techniques and their educational value, noting how teachers can better understand children’s interests, learning styles, and developmental needs through careful observation during different activities.

Ms. Pan emphasized the role of open-ended materials in stimulating children’s creativity and imagination. She also explored dimensions such as sensory exploration, nature connections, expressive arts, visual/verbal expression, conflict resolution, and family dynamics. Through group discussions and case sharing, teachers analyzed children’s behavioral patterns (schemas) and explored ways to effectively support children’s learning and creativity.

Participants also reflected on the morning’s outdoor observations, recording their insights and summarizing observation strategies and practical applications learned.

From Observation to Reflection and Support: Deepening the Curriculum

On the final day, Ms. Pan guided teachers in exploring the value of reflection in curriculum planning under the theme: “Based on Observation: Reflecting on and Supporting Children’s Development Through Play”.

She compared curriculum trajectories with and without reflective practice, highlighting its significance. Ms. Pan encouraged teachers to analyze observed play moments from multiple perspectives and to actively seek peer feedback to deepen their understanding of children.

She introduced several visual thinking tools that support children's reflection, such as “I saw, I thought, I wondered”, written dialogues, the compass tool, near/far observations, and voting, to help teachers better capture and present children's thought processes.

In the “Immediate Support” segment, Ms. Pan presented case studies showing how teachers use sustained shared thinking strategies to respond to children’s questions and co-construct learning. She also demonstrated how to adjust environments and materials to meet children’s evolving needs.

Concluding the session, Ms. Pan provided a systematic analysis of the Observation–Reflection–Support cycle and encouraged teachers to consistently apply this framework in their daily practice to enhance professional judgment and responsiveness in teaching.