Chinese teachers’ understandings and perceptions on child-initiated play and self-regulation

Self-regulation has gained prominence as a critical indicator of learning during early childhood. However, opportunities to practice self-regulation, primarily through child-initiated play in preschool settings, have long been undervalued. While play is increasingly emphasised in modern preschool pedagogy, educators in non-Western societies face challenges in implementing child-initiated play effectively. This case study aims to explore Chinese preschool teachers’ understandings and perceptions of child-initiated play and self-regulation, providing evidence for developing culturally responsive professional development and pedagogies that explicitly foster children’s self-regulatory capacities. Interviews with 12 teachers from public and private preschools in a highly developed region of mainland China revealed emerging trends and variations in pedagogical beliefs and practices. While teachers broadly endorsed child-initiated play as part of contemporary pedagogy, they reported challenges in implementation. In contrast, self-regulation was a less clearly recognised concept; however, teachers associated it in general with child development and incorporated it into their daily practices. Notably, teachers perceived a strong connection between child-initiated play and self-regulation, associating both with children’s autonomy and developmental potential. These findings contribute to ongoing discussions on preschool education pedagogy and highlight implications for professional development and future research.