High-quality caregiver-child relationships are critical to healthy development, including the acquisition of language and literacy skills. However, their potential benefits to early mathematical development and its underlying mechanisms have been minimally explored. In view that language and literacy development play prominent roles in mathematical development, this study investigated whether very young children's relationship quality with parents and teachers were linked with their mathematical ability through language and literacy abilities. One hundred and thirty two-year-olds from pre-nursery classes in Hong Kong were tested on their early academic abilities. Furthermore, their parents and teachers evaluated on questionnaires the quality of their relationships with the children. Results of path analyses indicated that after controlling for children's age, parent-child closeness was associated with children's mathematical ability via language ability. Teacher-child closeness had a direct link to children's mathematical ability, as well as indirect links through language and literacy abilities. Parent-child conflict and teacher-child conflict had neither direct nor indirect relations with children's mathematical ability. These results suggest that mathematical development is interwoven with language and literacy development beginning in the early years. Also, parents and teachers should be reminded the importance of building close and affectionate relationships with very young children when nurturing the foundation for academic development. Copyright © 2023 Springer.

Over the past decades, growing attention has been paid to how the home and school environment contributes to early mathematical development. Nevertheless, many studies focused on the nature and frequency of the learning activities. The potential influences of parent-child and teacher-child relationships are still underexplored. In view that parents and teachers play vital roles in early language development, and language and mathematical skills are interrelated, we investigated: (1) whether different aspects of parent-child and teacher-child relationships were related to very young children’s mathematical abilities; and (2) whether these relations, if any, were mediated by children’s receptive vocabulary. To achieve our study aims, 124 children were recruited from pre-nursery classes in Hong Kong and were administered vocabulary and mathematical tests. Their parents and class teachers also completed a questionnaire relating to their relationships with the children. Results of path analysis showed that after controlling for children’s age, parent-child closeness, parent-child conflict and teacher-child closeness were associated with children’s mathematical abilities through their receptive vocabulary. There were also direct links from parent-child closeness and teacher-child closeness to children’s mathematical abilities. Teacher-child conflict was neither correlated with children’s receptive vocabulary nor mathematical abilities. Our findings suggest that it is important to provide support to parents and teachers on how to build up close and affectionate relationships with very young children. In particular, they should be coached on how to have quality verbal interactions with children, as it may benefit not only children’s early language development, but also their early mathematical development. Copyright © 2021 HKERA-APERA International Conference.

Hong Kong has faced the suspension of primary, secondary, and post-secondary schools due to COVID-19, which has put over one million students out of the classroom. Educators were abruptly forced to shift to online and virtual classes without sufficient time and resources to prepare for such an enormous transition. While shifting from traditional face-to-face format to modern e-learning ensures that students can be educated outside of the classroom, its impact on the quality of learning and teaching can be mixed because professionals cannot solely rely on conventional teaching approaches. This project aims to address the knowledge gap in the traditional teacher-training by developing an online programme called “T.E.A.C.H.” to enhance pre-service teachers’ psychological competence for conducting online L&T. This programme consists of five modules, with each focusing on a specific domain of psychological competence (i.e., creativity, curiosity, love of learning, judgment, and perspective) and applied to the ‘three foci’ for online L&T (i.e., attendance and participation, engagement, and assessment). The modules consist of lecture videos, readings, practical tips and suggestions, and e-learning resources. The learning experience is consolidated and enriched by a series of interactive activities, practice exercises, critical evaluations, reflections, and short quizzes. The effectiveness of the programme for enhancing pre-service teachers’ psychological competence and online L&T outcomes are assessed through questionnaire measures, objective behavioural tasks, and knowledge checks. Pre-service teachers are expected to show more positive attitudes toward online L&T, higher self-efficacy to teach online, greater motivation to use information and communication technologies, and increased online pedagogical competence. Copyright © 2021 ICLT.

In recent years, the Hong Kong SAR Government is committed to enhancing early childhood care and education (ECCE) provision for local children aged 0 to 2. Nevertheless, there is a dearth of empirical evidence on the quality of ECCE provision for infants and toddlers in centre-based settings in Hong Kong; its impact on child outcomes also remains understudied. In the present study, we examined the structural and process qualities of ECCE settings for infants and toddlers in Hong Kong, and determined whether the qualities of ECCE provision were associated with young children’s language-communicative development. Two trained researchers visited 8 childcare centres in Hong Kong and used the Infant/Toddler Environment Rating Scale to assess the qualities of the centre provisions. We also administered the Chinese Communicative Development Inventory to capture the young children’s language-communicative skills. Our results dovetail international findings that process quality is a more important factor affecting child developmental outcome, thus calling for staff training and measures supporting an environment conducive to quality practitioner-child interaction. Copyright © 2021 HKERA-APERA International Conference.

High-quality caregiver-child relationships are critical to healthy development, including the acquisition of language and literacy skills. However, their potential benefits to early mathematical development and its underlying mechanisms have been minimally explored. In view that language and literacy development play prominent roles in mathematical development, this study investigated whether very young children’s relationship quality with parents and teachers were linked with their mathematical ability through language and literacy abilities. One hundred and thirty two-year-olds from pre-nursery classes in Hong Kong were tested on their early academic abilities. Furthermore, their parents and teachers evaluated on questionnaires the quality of their relationships with the children. Results of path analyses indicated that after controlling for children’s age, parent–child closeness was associated with children’s mathematical ability via language ability. Teacher–child closeness had a direct link to children’s mathematical ability, as well as indirect links through language and literacy abilities. Parent–child conflict and teacher–child conflict had neither direct nor indirect relations with children’s mathematical ability. These results suggest that mathematical development is interwoven with language and literacy development beginning in the early years. Also, parents and teachers should be reminded the importance of building close and affectionate relationships with very young children when nurturing the foundation for academic development. Copyright © 2022 The Author(s), under exclusive licence to Springer Nature B.V.

Research Findings: This study surveyed 216 pre-service early childhood teachers in Hong Kong to examine their levels of confidence in teaching different topics of sexuality. It also sought to explore the relationships of their different perceptions about sexuality education to their behavioural intentions towards children’s curiosity. Results showed that the participants reported the highest level of confidence in teaching about self-protection and the lowest level of confidence in teaching about body parts of the two sexes and origin of life. Surprisingly, there was no significant relationship between overall confidence and behavioural intentions. Perceived benefits of sexuality education and embarrassment of talking about sexuality were associated with the avoidance intention, but only the former was associated with the approach intention.Practice or Policy: Our findings suggest that teacher educators should seek ways to help pre-service teachers realise the benefits of sexuality education and reduce their discomfort of talking openly about sexuality. Copyright © 2020 International Review of Finance Ltd.

Teachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.