Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study

Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study

• Ho, Joyce The Education University of Hong Kong
• Grieshaber, Susan Jane Monash University Peninsula Campus, Victoria, Australia
• Walsh, Kerryann Queensland University of Technology, Australia

International Journal of Early Years Education, 2017

Routledge

2017

• B Human Behaviour
  • BE Behavioural Problems, Unruly & Criminal Behaviours, Juvenile Delinquency, Children & Youth at Risk, Triad Society
• F Learning & Teaching
  • FG Classroom Management & Control
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Early Childhood Pedagogy Kindergarten Discipline Confucianism Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children' s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite' to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

• English

Journal Articles

• 09669760

https://bibliography.lib.eduhk.hk/en/bibs/ad14aa45

2017-07-27