本文為探究中港澳臺幼兒教育之多元文化圖像，透過課綱的文本與論述分析，理解其與社會脈絡之連結，且輔以批判視角，嘗試探究課綱中可見與不可見，與4地多元文化教育發展的各自論述。本文分析的文本為中國、香港、澳門與臺灣4地由官方正式公布，且目前使用中的學前課綱。研究結果發現，整體圖像共通性部分，呼應全球化的多元文化教育精神，宣稱不因各種文化背景產生學習偏見與落差的均等追求；其次，在社會領域呈現與多元文化相關的具體目標，豐富幼兒多元文化經驗，同時強調幼兒的自我認同；最後搭配統整與結合生活經驗的教學方法來實踐多元文化教育。在個別圖像獨特性部分，中國側重國族文化與國家團結之認同；香港強調多元族群背景共融的需求與具體作法；澳門凸顯在地與中國連結的文化論述；臺灣重視多元文化各類議題與性別平等意識。 Copyright ©2021 國家教育研究院.

Infants and toddlers (birth to age 3) learn what it means to be members of, and to belong to and be accepted by, their societies by adopting behaviors, attitudes, manners, and ways of thinking that are deeply rooted in what is valued in their culture. Infant and toddler teachers play a pivotal role as transmitters and maintainers of culture when they make decisions about the curriculum, engage in caregiving interactions, make pedagogical decisions, and use language. Cultural meanings ascribed to teachers’ practices in 1-year-old care in the United States and Hong Kong were examined using video data and transcripts of video-elicited focus group discussions. Three important areas in which cultural transmission differed between the United States and Hong Kong relate to: egalitarian versus hierarchical societal structure; individualism versus collectivism; and different goals for independence. Social learning theory and ecological systems theory framed this study and informed interpretation of results. Copyright © 2021 Taylor & Francis Inc.

The discourse around combining local, national and international languages constitutes an important issue in the global education agenda (Kirkpatrick and Chau 2008). Ideas about how trilingual education ought to be designed and implemented vary across stakeholders. This study explores (1) the beliefs which early childhood education (ECE – ECE refers to teaching of young children up to the age of six) principals, teachers and parents exhibit about trilingual preschool education in Hong Kong; (2) the challenges in the trilingual preschool implementation processes, and (3) the mechanisms employed by ECE principals for coping with these challenges. Semi-structured interviews and observations were conducted to collect data from four preschools, and these were supplemented with documentary analysis. Findings indicate that the inconsistent beliefs among stakeholders about the aims of trilingual education and language choice, curriculum design, and instruction (pedagogy and activities) in trilingual preschools are the major challenge administrators-principals encountered impacting the implementation process. Teachers who lack professional knowledge and skills in the provision of trilingual education are also problematic. Moreover, the recruitment of native-speaking teachers of the target language is difficult due to perceived heavy workloads and poor pay. Findings also make evident important implications for policymakers, principals and professional development. Copyright © 2021 Taylor & Francis Ltd.

Co-teaching provides opportunities for children that cannot be produced by a solo teacher. However, building relationships between co-teachers, particularly in a cross-cultural setting, can be difficult. This study of early years teachers in a Hong Kong international school aims to consider the elements that facilitate a strong and productive co-teaching relationship and challenges that teaching teams encounter. The study utilizes qualitative interviews of 26 teachers to capture teachers’ perceptions of co-teaching. Findings suggest, that while teachers valued their relationships, the building and maintenance of a productive co-teaching relationship takes work, flexibility, and an openness to the perspectives of one’s partner. Copyright © 2021 Elsevier.

To study what ways a gardening programme being implemented within the context of a Hong Kong pre-school support experiential learning. Dewey is one of the most significant figures in experiential learning. Kolb extended and modified some aspects of Dewey's work, with influence by Piaget and Lewin. Fenwick pinpointed some strengths and limitations of experiential learning. Experiential learning is the conceptual framework of this study (Dewey, 1938; Kolb, 1984; Fenwick, 2001). I was obliged to reconsider my own ideology both in relation to gardening and experiential learning and to recognise how ideology predisposed me to 'see' in some ways and not others. This study is a qualitative single case study using interpretivist paradigm. Multiple data collection methods were used, including unstructured, participant and non-participant observations, semi-structured individual and group interviews, research journal and documentation. The participants were duly informed of the purpose, procedures, and instruments that would be used, including any potential risks. Signed consent was secured. The findings indicated that the children learned through experiential learning. The teachers lacked the necessary subject knowledge - particularly science - for supporting children's learning. The study also highlighted how Chinese cultural beliefs and practices create significant tensions when implementing experiential learning, especially in terms of adult-child relationship. The implications to my teaching included (1) an integral component of my teaching; (2) students can try theories in order to develop practices; (3) enabling students to connect theories to practice; and (4) offering opportunities that students can reflect on their own learning, with engagement. Copyright © 2019 EECERA.

This study examined the relationships between principals’ leadership practices (LP), professional learning community (PLC), teachers’ perceptions of self-efficacy (TE) and whole-child development (WCD) in the context of kindergarten education. A total of 2120 Hong Kong kindergarten teachers participated in the study. Results showed that LP had positive effects on five components of PLC; LP facilitated teachers’ perceived WCD directly and indirectly through the mediation of three PLC components, namely shared sense of purpose, collaborative activity and a collective focus on child learning. Moreover, three PLC components (i.e., a collective focus on child learning, deprivatized practice and reflective dialogue) had positive effects on teachers’ perceived WCD via self-efficacy. The implications for enhancing PLCs in kindergartens are discussed. Copyright © 2019 All Academic, Inc.

This paper intends to study the beginning stages oftechnology adoption during distance learning in early childhood education (ECE) and focus on digital tools and equipment used during this period. We circulated a questionnaire to a representative group of teachers, seeking to find out more about teacher and school preparedness, strategies to provide distance education, and teachers' experiences while making this transition. Findings from survey results and interviews from forty-three teachers indicate that technological factors are strongly linked to school readiness. Teachers do not have pedagogical techniques for the current distance education learning environment. The pedagogical implications of these specialised tools were discussed. Four different pedagogical practices are central for distance education in a crisis and several difficulties encountered during the process. Although being prepared to ensure the continuity of education was challenging, schools and teachers found ways to overcome the obstacles. Results build on previously reported findings regarding school closure during virus outbreaks, and they may serve as guidance for teachers and school leaders as they move into technology adoption in ECE education. This research can also help create emergency response educational plans for kindergartens and provide an excellent historical record. Copyright © 2021 The 16th International Conference on Computer Science and Education.

The outbreak of the COVID-19 pandemic has led to widespread change in people's lives across the world. Indeed, such change is especially evident in the education sector, where this global phenomenon has arguably triggered some of history's most significant advancements. In this study, we explore how the early childhood education sector in Hong Kong has coped with schooling during this period. Furthermore, we investigate the extent to which players in Hong Kong's early childhood education scene had to adjust in light of dynamically changing local government guidelines and why that has led to long-term improvements. To derive meaningful conclusions from this study, we use a mixed-methods approach that relies on data collected from surveys, interviews, and case studies relevant to the topic at hand. This data is then analysed, and themes are formed through coding. We also explore teachers' feelings, technology adoption, and examples from practice to determine how schools have supported young children's education. The research demonstrates how early childhood education and care centres innovatively provide education during a crisis. Traces of success in making teaching and learning possible and meaningful are visible, even with children of a young age. Consequently, this research yields key lessons about ECE learning and teaching during crises. Copyright © 2021 The International Academic Forum.

Since the first class suspension, announced in Feb 2020 due to the prevalence of Covid-19, many schools, including all kindergartens, primary, secondary, and tertiary institutions, have redirected their face-to-face learning to online learning to strive for 'suspending classes without suspending learning'. The physical closure has switched face-to-face learning to learning at home, which has given rise to a new role for parents and guardians in children's learning. As a significant stakeholder in the education process, parent-child experiences are among the most influential driving factors contributing to the success of any educational reform, and hence should be analysed to inform future decisions. This research sought to examine parental issues experienced by the parents of children engaged in distance learning. Parents agreed with the policy to keep the learning going, but they also highlighted the challenges they faced while supporting their children's home learning. Parents explained that they were experiencing difficulties balancing their responsibilities, learner involvement, accessibility, and learning outcomes. Some notable implications and recommendations for future implementation of distance learning or blended learning were discovered as a result of the study. Parental views towards the Hong Kong kindergartens' readiness to adopt technology in emergency distance learning adoption were also discussed. Copyright © 2021 The International Academic Forum (IAFOR).