Introduction介紹

“Edupay”是李輝博士創(chuàng)造的概念誰是來自香港大學(xué)，這個詞結(jié)合了教育和發(fā)揮，按照幼兒教育，顯示相結(jié)合的游戲和教育的重要性，它是關(guān)于“是什么是在國家幼兒教育課程指引發(fā)揮的地位和在何種程度上被這些遵循幼兒“（李H.，2008）。本場比賽占據(jù)學(xué)前教育一定的地位，充分了解兒童對游戲的興趣，尋找適合自己的教育的權(quán)利游戲，充分發(fā)揮自己的主觀能動性，讓在教學(xué)活動中穿插游戲，它可以實現(xiàn)事半功倍的效果，因為游戲在學(xué)前教育非常重要的作用。 “香港的家長認為，游戲是有害于兒童的學(xué)習(xí)和社會情緒的發(fā)展，然而，長期的中國特色''eduplay最早是由Rao和李，與游戲為主的教育形式推出�！保篊. ，2011年）。
"Edupaly" is a concept created by Dr. Li Hui who comes from University of Hong Kong, this word combines the education and play, according to early childhood education, shows the importance of combining the game and education, it is concerned with "what is the status of play in national early childhood curriculum guidelines and to what extent are these followed in early childhood" (Li H., 2008). The game occupy a certain position in the preschool education, to fully understand the children's interest in the game, looking for the right game for their education, give full play to their initiative, let the game interspersed in the teaching activities, it can achieve a multiplier effect, because the game has a very important role in preschool education. "Parents in Hong Kong believe that play is harmful to children's studies and socio‐emotional development. However, the term 'eduplay'was first introduced by Rao and Li, a form of play‐based education with 'Chinese characteristics'" (Leung C., 2011). 

斯普林格（2010）認為，由于兒童的生理和心理發(fā)展的要求一致的，本場比賽可以帶來快樂的天性他們，所以它在學(xué)前教育非常重要的作用。在游戲中，孩子們可以自己的主觀能動性力量充分發(fā)揮，利用他們所有的技能將得到實踐和發(fā)展自己的機會。在游戲的過程中，，孩子們還可以檢測環(huán)境的變化及時，學(xué)習(xí)一些基本知識。在所有的比賽中，只有在童年玩可以記住一輩子，這是一個人的生命的一部分，最深刻的記憶。這場比賽是所有孩子的最好的朋友，也是最有意義的活動，幼兒教師可以在游戲的過程中教育孩子。Springer (2010) thinks that as a consistent with the requirements of physical and mental development of children, the game can bring happy nature for them, so it has a very important role in preschool education. In the game, children can give full play to their subjective initiative force, use all their skills will get to practice and develop their own opportunities. In the course of the game, the children also can detect the changes in the environment timely, learn some basic knowledge. In all of the games, only playing in the childhood can be remembered for a lifetime, this is the most profound memory of the part in one's life. The game is the best friend of all the children, but also the most meaningful activities, the kindergarten teachers can educate children in the course of the game.

Purpose of This Project

How to use games to improve the quality of preschool education?
How to evaluate the game in the role of teaching?
How to provide sufficient play materials to children?
How organized and planned to carry out the activity of the game?
Literature Review
Research Questions
The Methods 
Data Analysis Plans
The Case of Questionnaire
Limitation

Literature Review List文獻綜述

Barnett W S, Frede E. The Promise of Preschool: Why We Need Early Education for All[J]. American Educator, 2010, 34(1): 21.

Barnett W S. Universal and targeted approaches to preschool education in the United States[J]. International Journal of Child Care and Education Policy, 2010, 4(1): 1-12.

Brooks-Gunn J, Burchinal M R, Espinosa L M, et al. Investing in our future: The evidence base on preschool education[M]. Society for Research in Child Development and Foundation for Child Development, 2013.

Burns M S, Johnson R T, Assaf M M. Preschool Education in Today's World: Teaching Children with Diverse Backgrounds and Abilities[M]. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285, 2012.

Frankel E B, Gold S, Ajodhia-Andrews A. International Preschool Inclusion: Bridging the Gap between Vision and Practices[J]. Young Exceptional Children, 2010, 13(5): 2-16.

Goodwin M G. Literacy skills of kindergarten students with preschool experience compared to those with no preschool experience in one Southeastern United States rural school district[D]. CAPELLA UNIVERSITY, 2014.

Leong D J, Bodrova E. Assessing and Scaffolding: Make-Believe Play[J]. Young children, 2012, 67(1): 28-34.

Melhuish E C. Preschool matters[J]. Science, 2011, 333(6040): 299-300.

Nicolopoulou A. The alarming disappearance of play from early childhood education[J]. Human Development, 2010, 53(1): 1-4.

Reynolds A J, Temple J A, Ou S R. Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills[J]. Children and Youth Services Review, 2010, 32(8): 1054-1063.

Stephen C. Looking for theory in preschool education[J]. Studies in Philosophy and Education, 2012, 31(3): 227-238.

Stoll J, Hamilton A, Oxley E, et al. Young Thinkers in Motion: Problem Solving and Physics in Preschool[J]. Young Children, 2012, 67(2): 20-26.

Yanhong J I. On Preschool Teacher Training from the Perspective of Inclusive Education [J][J]. Chinese Journal of Special Education, 2012, 2: 006.

Yi LIN X. An Interview Study of Chinese Parents’ Beliefs about Play and Learning in Younger Children[J]. Contents, 2013.

Yoshikawa H, Weiland C, Brooks-Gunn J, et al. Investing in our future: The evidence base on preschool education. Society for Research in Child Development and Foundation for Child Development[J]. 2013.

Reference文獻

"Eduplay": Beliefs and Practices Related to Play and Learning in Chinese       Kindergartens Pramling Samuelsson I, Fleer M. Play and learning in early childhood  settings[M]. Springer, 2010.

Li H., Rao N: "Eduplay": Beliefs and Practices Related to Play and Learning in  Chinese Kindergartens[M]//Play and learning in early childhood settings. Springer Netherlands, 2008: 97-116.

Leung C. An experimental study of eduplay and social competence among preschool students in Hong Kong[J]. Early Child Development and Care, 2011, 181(4): 535-548.

Leung C. Enhancing Social Competence and the Child–Teacher Relationship using a Child-Centred Play Training Model in Hong Kong Preschools[J]. International Journal of Early Childhood, 2014: 1-18.

Pu J. Information System Management on Concept-Reasoning of Preschool Education  Field: Independent Learning[C]//3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press, 2014.

Wibowo M E, Japar M. " Eduplay-Counseling:" upaya mengatasi masalah tingkah laku anak pada praktik pendidikan anak usia dini[J]. 2013.

Wood E. The Play–pedagogy Interface in Contemporary Debates[J]. SAGE Handbook of Play and Learning in Early Childhood, 2014: 145.

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