| Article |
|---|
| Article name |
Organization of Play Activities for Children in Kindergartens in China |
| Authors |
Dun Zhuyna .. Postgraduate Student, General Pedagogy department, 1214762244@qq.comLopsonova Z.B. Candidate of Pedagogy, Associate Professor, Lopsonova@mail.ru |
| Bibliographic description |
Dun Zhuyna, Lopsonova Z. B. Organization of Play Activities for Children in Kindergartens in China // Scholarly Notes of Transbaikal State University. 2026. Vol. 21, no. 1. P. 84–92. DOI: 10.21209/2658-7114-2026-21-1-84-92 |
| Section |
THEORY AND METHODS OF PRESCHOOL AND SCHOOL EDUCATION |
| UDK |
373.24 (510) |
| DOI |
10.21209/2658-7114-2026-21-1-84-92 |
| Article type |
Original article |
| Annotation |
The relevance of this study stems from the fact that play constitutes a distinct form of childhood activity for modern preschool-aged children, through which their primary developmental needs are realized. The contemporary trend of substituting play with formal instruction, coupled with the underutilization of play’s pedagogical potential in kindergarten educational processes, hinders the holistic cognitive, emotional, and social development of preschoolers. The novelty of the research lies in its analysis of existing approaches to the theory of children’s play in China, as well as in the examination of both innovative and traditional models of organizing play activities within the preschool education system. The research problem focuses on identifying the specific conditions, organizational features, and content of play activities in Chinese kindergartens. The aim of the study is to investigate theoretical approaches and concepts in the field of children’s play theory and to determine the distinctive characteristics of the organization and content of play activities among preschoolers in Chinese kindergartens. The research materials are based on legislative and regulatory documents concerning preschool education in China, scientific articles, and scholarly monographs. Research methods include theoretical analysis and synthesis, systematization of theoretical data, comparative analysis, among others. The analysis of Chinese scholarly research has enabled the identification of theoretical approaches to understanding the role and function of play in the upbringing and development of preschool-aged children. The study has examined contemporary play classifications, features of play environment design in kindergartens, and the use of diverse play materials that stimulate the development of children’s imagination and creative abilities. Differentiated strategies for guiding play are identified, based on the age and individual characteristics of young children and the principle of non-intervention. Of particular interest is the innovative “Anji Play” model, which integrates principles of free play, autonomy, and natural child development. The results of the study underscore the need for further investigation into the experiences of Chinese educators and researchers in children’s play to identify effective technologies and methods for organizing play activities for preschoolers.
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| Key words |
play, types of play, preschool education, play materials, play space, pedagogical guidance, play initiative
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| Article information |
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| References |
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