With the increasing concern in school teachers’ well-being and growing focus on the early childhood education sector in recent years, the present study explored the factors that contribute to the psychological well-being of kindergarten teachers in Hong Kong. Based on a sample of 459 kindergarten teachers in Hong Kong, the authors demonstrated that teachers’ psychological well-being was strongly determined by their self-belief, which were contributed by their relationship with colleagues, and their positivity in attitude towards life and work. The authors further demonstrated that teachers’ self-belief was influenced by their perception of the school culture. Implications for establishing a positive attitude in kindergarten teachers and enhancing their psychological well-being were discussed. Copyright © 2021 The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V.

Teachers play a crucial role in promoting motor development in early childhood. A series of focus-group discussions was conducted with kindergarten teachers in Hong Kong to co-design movement activities. This paper reports the process and implications to teachers’ professional development. Copyright © 2021 International Review of Finance Ltd.

This special issue on early STEM education collects ten articles that present a series of studies covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education for enhancing young children’s STEM learning experiences. These collected studies have presented empirical evidence obtained from diverse cultural contexts, including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. With varying designs and diversified approaches, these studies jointly present a vivid picture of the STEM world and may therefore provide some contributions to theoretical developments and practical improvements. Copyright © 2020 Taylor & Francis Group, LLC.

Hong Kong has launched reforms to advocate child-centred pedagogies in kindergartens since 2000. This study examined the actual pedagogical interactions in eight kindergarten classrooms via videotaped observations. The teachers were surveyed before the observation and interviewed after receiving the observational report. Evidence revealed that the Hong Kong teachers used various scaffolding strategies to maintain a reciprocal interaction, and teacher-directed instruction dominated the pedagogical interactions. Most teachers had a positive attitude towards teacher–child interactions, yet traditional beliefs persisted. Teachers’ pedagogical interactions were associated with their age, years of teaching experience and educational level, but not with the age group they taught. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Since its return to China in 1997, Hong Kong has launched a series of large-scale reforms to establish a new post-colonial education system. Early childhood education (ECE), however, is totally privatised and independently regulated by the market mechanism. Reforming such a private market is thus a challenge to the educational authorities. In this chapter, we will examine the ECE policies that have been implemented (or proposed) from the year 1997 to 2015, through the ‘3A2S’ framework (Li, Wang, & Fong, Int J Chin Educ 3(2): 161–170, 2014). Analyses of the most recent data obtained from the governmental agencies indicate that:(1) The ECE market has been well regulated by the supply and demand mechanism.(2) All the subsidy measures share the aim of assuring children’s equal access to affordable ECE.(3) Self-evaluation and school improvement mechanism has been well established to promote the accountability of ECE.(4) Sustainability of ECE has been highlighted by the policymakers.(5) Social justice has been upheld in the policymaking process.All these findings jointly imply that Hong Kong might be a good case of study for the policymakers in other countries, as it has really achieved a balance between the affordability, accessibility, accountability, sustainability and social justice of ECE. Copyright © 2017 Springer Science+Business Media Singapore.

In response to the needs for kindergarten principals to foster teachers' capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed. Copyright © 2021 The Author(s).

Despite the urgent need to provide kindergarten teachers with professional development (PD) in music and movement, little is known about their needs, motivations, and preferences in this area. This interview study explores Hong Kong kindergarten teachers’ prior music and movement educational experiences and their self-perceived usefulness of such experiences, their needs and motivations to participate in further music and movement PD, and their preferences regarding PD facilitators, times, and learning activities. Evidence reveals that participants felt unprepared to enact the local music and movement curriculum guidelines, perceiving their prior educational experiences to be of low quality. Teachers showed high levels of need and motivation to participate in music and movement PD, showing preferences for initiatives facilitated by expert kindergarten teachers and musicians/performers, conducted during working hours or online, and involving classroom-based and content-focused activities. Findings raise awareness about the importance of providing kindergarten teachers with responsive music and movement PD. Copyright © 2021 The Author(s).

This study examined kindergarten teachers’ behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

There is an increasing need in Hong Kong kindergartens for exploring children with exposure to Science, Technology, Engineering, Art, Math (STEAM) in school settings. The aim is not the subject-based learning but the way of integrating the STEAM concepts in the holistic learning experience. Guiding children to explore the concepts in the process of solving problems, providing hands-on experience to stimulate children's intrinsic motivation. However, the challenge is apparent that the lack of professional development to prepare the teachers for STEAM education in early childhood education. This project adopted a Pedagogical Play-framework (Edwards, 2017) to prepare kindergarten teachers to integrate STEAM education through play. Accordingly, three types of play were explored, including 1) open-ended play, 2) modelled play and 3) purposefully framed play. The initial finding indicates that kindergarten teachers showed the positive attitude to involve STEAM education in the classroom practice, and used the Pedagogical Play-framework for improving children’s engagement. Teachers were lack of the subject concepts especially the science and the engineering areas. More school-based support were needed to create the multimodal learning spaces.越來越多香港的幼稚園開始探索融入STEAM的元素，包括科學、科技、工程、藝術及數學的學習範疇。但其目標不是主張孩子學習獨立學科，而是希望進行統整的學習，在解決問題的過程中探索所需的概念，以動手解難為基礎讓孩子整合學習經驗，激發孩子的內在學習動機。然而教師培訓是STEAM教育在幼兒教育推行的一個難點。本研究以一個幼師培訓課程為例，使用教學遊戲架構（Pedagogical Play-framework）來透過遊戲來設計STEAM教學活動，三類型遊戲包括1）開放式遊戲，2）示範式遊戲以及3）目的性的遊戲。研究初步發現大部分教師對STEAM教學的態度積極，使用教學遊戲架構能夠幫助教師提升兒童參與程度。但初步的研究結果顯示教師缺乏STEAM的學科知識，特別是在科學和工程方面，以及需要更多的校本支持來設計多元學習空間。 Copyright © 2018 Learning & Teaching Expo.