According to the Olympic Charter, "Olympism is a philosophy of life, exalting and combining into a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on effort, the educational value of good example and respect for universal fundamental ethical principles". Sport is viewed as a mini society where participants experience the success and failure; the joys and tears; and the ups and downs of life. For children, the overall aims of education for the 21st Century in Hong Kong should be "To enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes..." (Education Commission, September 2000, p.30). In the early childhood curriculum, physical education is integral in fostering young children's total development. Early childhood educators always provide an educationally appropriate program to enhance young children's whole person development. This paper serves two purposes. First, it demonstrates how Olympic sports are highly related to Civic Education for young children. Secondly, it suggests educationally sound strategies for early childhood educators to develop a preschool physical education curriculum with emphasis on the development of young Hong Kong children's civic capacities.

Vouchers and school choice discourses have been translated, reassembled, and made intelligible in different localities, such as Taiwan and Hong Kong, as tactics in education reforms to ensure equality and quality. This paper presents the findings of a comparative research study that aims to investigate the effects of preschool vouchers in Taiwan and Hong Kong. I argue that laced within global and local circulations of educational choice and voucher discourses are notions of marketization and privatization. In that, I seek to understand how preschool voucher systems in Taiwan and Hong Kong work to create a normative socio-cultural administration to (re)-shape, regulate, and construct reasonable/desirable modes of thinking and acting.

There is always an on going debate on whether nationalistic (patriotic) education is compatible with the practice of civic education with an emphasis on preparing critical thinking citizens. After the return of Hong Kong's sovereignty to the People's Republic of China, the urge to promote nationalistic education within civic education is increasing rapidly as the national identity and sense of belonging to China among Hong Kong people is weak. This paper argues by case studies of some civic educators in secondary school that teachers with an understanding of 'education for totalitarian nationalism' tend to adopt teaching strategies which probably lead to indoctrination -- for example -- the use of biased sources of information, exposure to the 'bright side' only, refraining from discussion of the 'dark side', and restricting divergent views in the teaching of controversial issues. This practice of nationalistic education is contradictory to the aim of civic education to prepare critical thinking citizens.