This paper reviews literacy learning conducted in two laboratory preschools in Hong Kong and Canada, and examines the link between cultural values and educational practices. Both preschools maintain that a constructivist view of child learning underpins their practice. However, the author's experience in these two settings illustrates how similarities and differences are identified in the scope, focus, implementation strategies and learning outcomes of the activities observed. Reasons for these findings are explored from the perspectives of cultural values and societal beliefs in education of the East and the West, and how the constructivist ideology is espoused in these settings. Implications of this cross-cultural comparison on the issue of 'best practice' in early childhood education are discussed.
[Copyright of Early Years: An International Journal of Research and Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09575140802057554]

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055699997918]