This study aimed at exploring kindergarten teachers’ perceptions and usage of digital devices in their classrooms. A multiple case study (n = 4) was conducted to investigate how in-service experienced (n = 22) and novice (n = 24) kindergarten teachers interpreted the functional significance of digital devices, including the needs and challenges faced when applying digital devices in visual arts activities in their classrooms. A non-randomised convenience sampling strategy was used to recruit four local kindergartens in Hong Kong, whose teachers were invited to participate in focus group interviews. In total, 540 min of interview data were collected. We examined the in-service teachers’ perceptions of the affordances of digital devices in terms of (1) transparency, (2) challenge and (3) accessibility. Based on the teachers’ responses in the interviews, the findings indicated issues related to the use of digital devices in terms of these three areas here. The informants shared how their understandings of film language limited their intentions and usage patterns (including frequency of use) with respect to digital videos. Nevertheless, they admitted that digital videos were important tools for facilitating children’s learning and communication with their parents. This study reflects the current situation of technology education in Hong Kong, including how teacher educators perceive the usage and roles of digital videos in early arts education. Copyright ©2024 Routledge.

This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an animation art workshop conducted in a Hong Kong kindergarten. The video data were recorded and analyzed in terms of content. Drawing on a three-dimensional framework combining powerful ideas for teaching coding, the observations and field notes revealed that children's CT knowledge construction aligned with the CT conceptual framework. Notably, older children demonstrated more advanced competences and more complex cognitive structures in terms of the design process, representation, algorithms, modularity, sequences, connecting, choices of conduct, and utilization of hardware/software. These findings emphasize the importance of designing age-appropriate curricula that foster children's CT skills through the animation art. Copyright ©2024 Routledge.

In the past, visual arts education in Hong Kong was not considered an important area of early childhood education. While the Hong Kong kindergarten curriculum has recently been updated to encourage creativity, there remains a lack of adequate visual arts education for young children. This deficiency stems from the fact that the visual arts receive minimal attention within Hong Kong teacher education programs. Little research has been conducted on how visual arts education is actually delivered in local kindergarten classrooms in Hong Kong and what kinds of artistic knowledge and skills kindergarten teachers need. Therefore, this study aimed to investigate kindergarten teachers' content knowledge and pedagogical content knowledge in early visual arts education (EVAE) and to identify the challenges they faced in teaching visual arts to children. The study surveyed 342 in-service kindergarten teachers in Hong Kong and conducted individual interviews with 12 participants. The findings revealed that Hong Kong kindergarten teachers generally performed well in terms of their pedagogical content knowledge, but they lacked content knowledge in various forms of early visual arts (EVA) and faced challenges in teaching visual arts effectively. This study has the potential to change how early childhood visual arts teaching is conceptualized and taught in Hong Kong and other Asian regions. Copyright ©2025 Springer.

This study aimed at exploring kindergarten teachers' perceptions and usage of digital devices in their classrooms. A multiple case study (n = 4) was conducted to investigate how in-service experienced (n = 22) and novice (n = 24) kindergarten teachers interpreted the functional significance of digital devices, including the needs and challenges faced when applying digital devices in visual arts activities in their classrooms. A non-randomised convenience sampling strategy was used to recruit four local kindergartens in Hong Kong, whose teachers were invited to participate in focus group interviews. In total, 540 min of interview data were collected. We examined the in-service teachers' perceptions of the affordances of digital devices in terms of (1) transparency, (2) challenge and (3) accessibility. Based on the teachers' responses in the interviews, the findings indicated issues related to the use of digital devices in terms of these three areas here. The informants shared how their understandings of film language limited their intentions and usage patterns (including frequency of use) with respect to digital videos. Nevertheless, they admitted that digital videos were important tools for facilitating children's learning and communication with their parents. This study reflects the current situation of technology education in Hong Kong, including how teacher educators perceive the usage and roles of digital videos in early arts education. Copyright ©2024 Routledge.

This study investigated the development of computational thinking (CT) in young children within the specific context of Hong Kong. The researchers utilized an unplugged digital arts activity to explore the CT knowledge exhibited by children and document their developmental trajectories. A sample of 23 children aged 3 to 6 years participated in an animation art workshop conducted in a Hong Kong kindergarten. The video data were recorded and analyzed in terms of content. Drawing on a three-dimensional framework combining powerful ideas for teaching coding, the observations and field notes revealed that children’s CT knowledge construction aligned with the CT conceptual framework. Notably, older children demonstrated more advanced competences and more complex cognitive structures in terms of the design process, representation, algorithms, modularity, sequences, connecting, choices of conduct, and utilization of hardware/software. These findings emphasize the importance of designing age-appropriate curricula that foster children’s CT skills through the animation art. Copyright © 2023 Taylor & Francis.

This study aimed at using a mixture of direct observations and interviews to investigate kindergarten teachers' knowledge and pedagogical approaches to visual arts. An adapted version of the Early Childhood Teacher Behaviour Observation (ECTBO) instrument was used to investigate the possible reasons for teachers' current behaviours in Hong Kong visual arts classrooms. In an observation study, a total of 18 classrooms with 76 children in two local kindergartens in Hong Kong were observed during a 30-min visual arts activity. Altogether, 540 min of video data were recorded and analysed using field notes and a time sampling strategy. In addition, 18 class teachers from the observed classrooms were invited to give post-observation interviews, and 810 min of data were recorded. The interview participants supported the importance of non-directive early childhood arts. However, the observation findings revealed that they still relied heavily on directive teaching in implementing early visual arts teaching. Thus, a discrepancy was found between the teachers’ subject matter knowledge in visual arts and the integration of their pedagogies in their actual classroom practice. The findings of this study in a local setting have the potential to significantly change the way in which early childhood visual arts teaching is conceptualised and discussed in international contexts. Copyright © 2023 Elsevier.

Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens. Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Hong Kong, as a capitalist society, has an achievement-driven education system. Visual arts have become a marginalized learning area, especially in early childhood education. Although 'art and creativity' is one of the six learning domains for early childhood education in the kindergarten curriculum guide in Hong Kong, product-oriented and craft-based art activities are commonly practiced in kindergarten classrooms. This study observed 33 classrooms and interviewed 29 teachers for a total of 409 minutes to discuss issues surrounding the early childhood art curriculum in Hong Kong and the difficulties teachers face responding within the context. Through the triangulation of observations, interviews, and documentation analysis, the teachers indicated that they are facing a dilemma regarding teacher-directed and child-centred orientations towards teaching children visual arts. To sustain the 'third space' of early childhood visual arts education, three main areas are considered: (a) introducing visual arts as an alternative narrative in early childhood curriculum, (b) considering that children's creative behaviours are performative, and (c) positioning teacher education in relation to the visual arts. Copyright ©Routledge.