Young children learn a great deal as they move about, explore, experience and interact with the world. Movement is seen as contributing to the total development of young children in preschools. It is an integral part in early childhood curriculum. The aims of this paper are threefold. It firstly examines the constraints of developing early childhood physical education (ECPE) curriculum in Hong Kong. Secondly, it advances a new curriculum approach in ECPE for enhancing whole-child development in early childhood settings in Hong Kong. The key elements of this approach are Creativity, Integration, Fundamental Movement Skills, and Movement Education Concepts. Thirdly, it investigates the effectiveness of the effectiveness of the new approach as implemented in a Hong Kong preschool. The findings of the study have supported that the approach as implemented in a Hong Kong preschool. The findings of the study have supported that the approach is appropriate for ECPE curriculum reform in Hong Kong.
[Copyright © 2008 The Hong Kong Institute of Education.]

Each curriculum reflects a vision of what children 'ought to be and become' based on a view of social values and a structure that translates those values into experiences for learners. Curriculum management is the leadership and coordination of shared work in schools. The impact of child centred philosophy that encourages learning through activity and experience has been great in the field of early childhood education. However, there is an implementation gap in our curriculum in Hong Kong. Supporting interactions among teachers within and between kindergartens is the key to curriculum management.
[Copyright © 2001 Taylor & Francis Group, an informa business.]

This paper reports findings from two research projects conducted in Hong Kong. The first study (termed ‘pilot’ study) aimed to obtain baseline data regarding the extent to which the classroom environments of a small representative sample of preschools in Hong Kong are literacy rich. One of the objectives of the second study was also to evaluate the extent of literacy-rich elements in a similar sample of preschool classroom environments before and after intervention. The preschools in the second study were provided with literacy props as a form of intervention. Each preschool centre was provided with one-page sheet with suggestions on how the materials could be used to facilitate literacy elements in children’s dramatic play. Results showed that Hong Kong preschool classroom environments are fairly literacy-enriched but there is little variation in classroom environments by grade level. Implications are drawn from these studies for teachers to foster literacy-rich play environments to encourage meaningful reading and writing activities during play activities.
[Copyright © 2003 The Hong Kong Institute of Education.]

The seminar aims at disseminating the research findings of the research project exploring the “Project Approach in Hong Kong Preschools: A Collaborative Effort” funded by the Teaching Development Grant. The research was led by two lecturers of Hong Kong Institute of Education, School of Early Childhood Education, in collaboration with 5 graduates of CE / KG Course who separated into two teaching teams implemented two different projects in two collaborated kindergartens. One objective of the research was to explore how the project approach could be implemented in Hong Kong preschools as a contemporary teaching approach that provides children with the opportunities for interactive learning, intrinsic motivation and child directed activities. The research started in July 1997 and two major findings were observed: (a) Teacher conception of their roles in the Project Approach is crucial to the successful implementation of this approach; (b) For kindergartens beginning to implement the Project Approach, the concept of scaffolding’ initiated by Vogosky should be applied to help the less experience staff. Two videos, one on the implementation of the two projects and the other on the changing roles of a teacher during the implementation process will be shown in the seminar. Discussion will focus on issues arisen from the videos. The participants will be requested to fill in a questionnaire evaluating the effectiveness of the videos as a guide to implementation of the Project Approach in the Hong Kong context.

Music teaching in Hong Kong has played a minor role in the pre-primary educational curriculum, and music education in the kindergarten is one of the weakest areas. These are undesirable as the all-round development of young children is at stake. In this paper, a strategic implementing procedure is recommended to preschool educators. It aims to enable them to engage in early childhood creative activities and to feel more comfortable about introducing singing and other kinds of music making - Musical Games, Musical Mapping, Musical puzzles, Highlighting, Creative Movement and Storytelling. Music and Movement are special dimensions in the pre-school children classroom. The Song-Experience-Games strategy to be introduced here provides children with opportunities for aesthetic experiences at their own level, with the experience games built on the song work as a learning tool for the development of social awareness; the strategy also affects children in such a way that they are better able to think, to invent, to discover, to respond and to communicate. Such a variety of explorations and the process of problem solving and creation will enhance the self-esteem and confidence of children of all ages. The Creative Music Curriculum implications are discussed in this paper. The subjects of this research are kindergarten teachers and supervisors.
[Copyright © 2000 The Hong Kong Institute of Education.]