What Hong Kong teachers and parents think about thinking

What Hong Kong teachers and parents think about thinking

• Lam Lam, Mei Yung School of Early Childhood Education, Hong Kong Institute of Education
• Lim, Swee Eng School of Early Childhood Education, Hong Kong Institute of Education
• Ma, Jung Chen School of Early Childhood Education, Hong Kong Institute of Education
• Adams, Leah D. College of Education, Eastern Michigan University, USA

Early Child Development and Care, 173(1), 147-158, 2003

Routledge

2003

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

Educational Practices Foreign Countries Parent Attitudes Parent Child Relationship Parent Role Parents Parents As Teachers Surveys Teacher Attitudes Teacher Role Teacher Student Relationship Teachers Thinking Skills Young Children Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Thinking skills are critically important for later success in school. However, teachers and parents may have different perceptions of what constitutes thinking skills and the extent to which thinking skills should be taught in the classroom. Their views on their respective roles in fostering thinking skills may also differ. Such disagreements about both pedagogy and curriculum reflect differences in beliefs concerning the value of thinking skills. A survey questionnaire was administered to forty teachers and forty parents of Hong Kong preschoolers. Teachers and parents revealed their ideas about: (1) what constitutes thinking skills; (2) their perceptions on the importance of thinking skills in the lives of children, within and outside the classroom, for the present and in the future; (3) what strategies they employ to foster thinking skills in young children; and (4) their perceived roles in facilitating thinking skills. Whether from teachers or parents, the responses revealed the need for more adult understanding and support for children's thinking as a process. Responses were analyzed according to the coding system developed by Leah Adams. Implications for teacher and parent education are discussed.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022495]

Special Issue on: "Early Childhood Education in Hong Kong."

• English

Journal Articles

• 03004430

• 10.1080/0300443022000022495

https://bibliography.lib.eduhk.hk/bibs/03fbe945

2010-09-27