Kindergarten teachers’ spiritual well-being impacts holistic early childhood education

Kindergarten teachers’ spiritual well-being impacts holistic early childhood education

• Ng, Tze Kin David The Education University of Hong Kong
• Fisher, John W. The Education University of Hong Kong

International Journal of Children's Spirituality, 2022

Routledge

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Spiritual Well-being Holistic Education Early Childhood Kindergarten Teachers

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. Copyright © 2022 Informa UK Limited.

• English

Journal Articles

• 1364436X

• 10.1080/1364436X.2022.2066067

https://bibliography.lib.eduhk.hk/bibs/cc119ed9

2022-07-07