Written and Photographed by Zhou Jingxiu, Teacher of the Preschools of the Future Class in Tengchong City

"Teacher, can houses really grow taller?" When the picture book ‘The House That Grows Taller’ was opened in the Preschools of the Future Class of Wuxing Kindergarten in Tengchong City, the children's questions fell like seeds of curiosity into the soil of play-based teaching. Using the picture book as a starting point, the preschool teachers incorporated role-playing, hands-on activities, and interactive exploration, allowing learning to "grow" naturally in joy—just like the house in the story.

Scenario Simulation: Growing Through Experience

In the performance area, the children transformed into rabbits and owls from the story, using lively movements to act out the tale of the "growing house." When the "house" collapsed due to quarrels, exclamations and laughter filled the classroom. The teacher did not preach, yet the children quietly grasped the meaning of "cooperation." Even more delightfully, they began creating their own plots: "A tall house can see rainbows" and "The roof should be covered with carrots"—play gave the children boundless imagination and space for free expression.

Building blocks in the construction area became a paradise for exploring science and collaboration. The children carefully stacked wooden blocks, trying to build a "house that grows taller." Through repeated attempts, they discovered the little secrets of "balance" and "structure" hidden within the blocks. When the blocks collapsed, they learned to divide tasks, reinforce structures, and listen to each other—just like the little animals in the story. As Teacher Zhou said, "The division of labor in building the house and the collaboration after its collapse are both codes of growth."

Home-Kindergarten Co-Education: From Teaching to Life

The charm of play-based teaching extends beyond the kindergarten and into families. Teachers encourage children to tell the story to their parents, draw "My Family's House" together, and build unique little houses with cardboard boxes. One parent remarked, "Lately, my child keeps pulling us to play the roles of rabbits and owls. They talk more and love to share more."

In parent-child interactive play, education is no longer the sole responsibility of the kindergarten but becomes a warm process involving the whole family. Through "acting out stories" and "building houses," children's language expression, hands-on skills, and sharing awareness grow naturally—this is the silent power of play-based teaching.

The Essence of Education: Letting Growth Reach Towards the Sun

As emphasized in the teacher training of the HPP project, "A good picture book extension opens a window for children." In teaching ‘The House That Grows Taller’, play-based teaching is that window—through role-playing, children learn to understand others, empathize, and express themselves; through hands-on building, they explore the world and touch upon science and cooperation; through parent-child interaction, emotions are connected, making growth a warm experience.

When education steps out of books and integrates into play, children's growth stretches freely toward the sun, just like the rebuilt house. What "grows taller" here is not only the house in the story but also the children's imagination and creativity. This may be the most beautiful form of kindergarten education: not filling a vessel, but igniting a flame, allowing every child to release their nature, relax their minds, and grow their own strength through play.

Project Introduction:

The Tengchong Wuxing Preschools of the Future (POF) Project is supported by Dr. Hans Georg Engel and jointly implemented by HPP and Tengchong Education and Sports Bureau to support the "One Village One Preschool" policy of Tengchong Education and Sports Bureau. Focusing on early education, the project improves preschool class hardware facilities, teaching aids and toys, organizes regular professional and systematic teacher training, and dispatches project staff to regularly supervise preschool classes to help teachers solve difficulties in daily teaching activities. In addition, the preschool class establishes a Parent Committee and conducts parent training to promote home-kindergarten co-education. The project emphasizes game-based teaching, provides teachers with management toolkit , teaching materials and other related tools, improves the coverage of rural preschool education, and enhances the quality of rural preschool education, so that more children can receive quality preschool education.

This article reflects the author’s views and does not represent the stance of the funding organization.