Bridging the gap: A longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition

Bridging the gap: A longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition

• Li, Hui Faculty of Education, University of Hong Kong
• Rao, Nirmala Faculty of Education, University of Hong Kong
• Tse, Shek Kam Faculty of Education, University of Hong Kong

Early Years: An International Journal of Research and Development, 31(1), 57-70, 2011

Routledge

2011

• A Human Growth & Development
  • AB Cognitive & Language Development, Perceptual & Intellectual Development

Curriculum Development Literacy Education Holistic Approach Educational Change Sampling Emergent Literacy Teaching Methods Longitudinal Studies Comparative Analysis Preschool Children Middle Class Grade 1 Interviews Video Technology Tests Teacher Attitudes Elementary Education Kindergarten

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle-class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on childrens literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed.
[Copyright of Early Years: An International Journal of Research and Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09575146.2010.515944 ]

• English

Journal Articles

• 09575146

• 10.1080/09575146.2010.515944

https://bibliography.lib.eduhk.hk/bibs/abbb5b2d

2011-06-10