The optimal period which can be significantly influencing the establishment of young children's cognitive, social, emotional and psychological learning activities, and positive attitudes and appreciation of participation in regular health-related physical activities has been recognized as Early Childhood (3-8 year-olds). Since movement is the very center of young children's lives, it is the primary vehicle to assist children's total learning. Most nurseries / child care centers and some kindergartens in Hong Kong, movement, physical plays, physical activities under the umbrella of preschool physical education (P.E.) have been arranged in daily time-table of the "Whole Child Curriculum". Recent research studies have strongly indicated that the development of preschool physical education curriculum has been hindered due to some major factors namely: the internal (inside the preschool), external (outside the preschool), and human (child care workers & parents etc.) factors. The ultimate purpose of the study is to collect concrete field data at a nursery in Hong Kong by a case study method with the employment of participation observation (one month), class observation (6 P.E. lessons) and interviews (6 interviewees, 15-20 minutes for each) about the problems / difficulties encountered by the child care workers (CCWs) in the development of preschool physical education curriculum in the preschool in order to investigate: what the problems are; what the causes of the problems encountered are; what the influences are; and what the remedies/solutions are. According to the results of the class observations (6 CCWs & 6 P.E. lessons, with a duration of 30 minutes per lesson) CCWs have encountered major problems in the following areas: teaching approach & stages; teaching skills in observation; demonstration and arrangement of group work; safety and health measures. All these areas are related to the professional practical knowledge and skills. The results of the interviews have

The quality of the classroom teachers is a very significant determinant of the quality of an educational programme. One important indicator of a quality teacher is that he or she has high job satisfaction and hence is motivated. The education community needs to be knowledgeable and concerned about the factors in a teachers work environment which may enhance his or her feeling of job satisfaction. Considerable studies on teacher job satisfaction have been undertaken. However, surprisingly few inquiries have been done on the specific case of job satisfaction of kindergarten teachers. In Hong Kong this dearth of research on job satisfaction of kindergarten teachers is especially noticeable. However, in recent years, the quality of kindergarten teachers in Hong Kong is being addressed. The main concern of the study is on finding out the level of job satisfaction of kindergarten teachers. Also to identify the factors affecting the satisfaction and dissatisfaction of the target group will help to prepare and retain the motivated teaching force for the young children in Hong Kong. To investigate the job satisfaction of kindergarten teachers in Hong Kong in sufficient detail, qualitative research was used. Four informants were chosen to provide information for the study. These informants were selected on the basis that they had different length of working experience in the field. Three of them had worked in both profit-making as well as non profit-making kindergartens. The fourth one was a new teacher. Each of the informants was interviewed by the researcher separately. They were asked to describe how they feel about their teaching job. Then, they were asked to elaborate on factors that contribute to their satisfaction or otherwise. Contents of the interviews were analyzed.