Arts education in Hong Kong kindergartens: Provision of activities and impact of teachers’ demographics

Arts education in Hong Kong kindergartens: Provision of activities and impact of teachers’ demographics

• Yeung, Jerry The Education University of Hong Kong
• Bautista Arellano, Alfredo The Education University of Hong Kong

Arts Education Policy Review, 2024

Routledge

2024

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFA Teaching Objectives, Curriculum & Evaluation

Early Childhood Education Arts Education Provisions Classroom Practices Survey Curriculum

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Arts and Creativity is one learning area of Hong Kong’s official kindergarten curriculum framework. Kindergarten teachers are expected to foster children’s creativity via four art forms: music, visual arts, dance, and drama. However, prior studies have investigated the provision of activities for each of the art forms in isolation and have not explored the demographic variables that predict teachers’ provision of arts education activities. Investigating the provision of the four art forms and its relationship with teachers’ demographics could provide an overview of the status of arts education in Hong Kong kindergartens. We had two research goals: (1) investigate the frequency with which kindergarten teachers conduct arts education activities focusing on music, visual arts, dance, and drama; (2) identify subgroups of teachers who differ regarding the provision of arts education activities and analyze how key demographic variables predict their memberships to these subgroups. We surveyed 477 teachers. Descriptive statistics, latent profile analysis, and multinomial logistic regression analysis were performed. We found that the presence of the four art forms was unbalanced. Participants reported conducting music and visual arts activities frequently, while dance and drama activities were occasionally or rarely conducted. Moreover, we identified three subgroups of teachers who provided arts education activities with different frequencies. Participants with a master’s degree and those who worked in government-funded kindergartens were more likely to be in the highest arts provision group. Findings suggest that the curriculum is not being implemented accurately, as teachers do not equally expose children to the four art forms. We interpret these findings as a reflection of teachers’ uneven preparation in the various art forms. Implications for educational policy regarding professional development are discussed. Copyright © 2024 Taylor & Francis Group, LLC.

• English

Journal Articles

• 10632913

• 10.1080/10632913.2024.2336514

https://bibliography.lib.eduhk.hk/bibs/92365929

2024-12-06