Exploring the definitions of quality early childhood programmes in a market-driven context: Case studies of two Hong Kong preschools

Exploring the definitions of quality early childhood programmes in a market-driven context: Case studies of two Hong Kong preschools

• Ho, Dora Choi Wa Dept. of Early Childhood Education, Hong Kong Institute of Education

International Journal of Early Years Education, 16(3), 223-236, 2008

Routledge

2008

• D Curriculum
  • DC Pre-Primary Education Programmes
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School

Quality Control Foreign Countries Case Studies Financial Support Educational Quality Preschool Education Interviews Child Development Primary Education School Readiness Play Parent Attitudes Competition Parent School Relationship Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Set within the market-driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi-structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the 'backwash effect' of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after-school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market-driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.
[Copyright of International Journal of Early Years Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09669760802343915]

• English

Journal Articles

• 09669760

• 10.1080/09669760802343915

https://bibliography.lib.eduhk.hk/en/bibs/fef13862

2010-09-08