Introduction: Movement behaviours in childhood are believed to track to adulthood, potentially impacting later life. The Guidelines on Physical activity, Sedentary behaviour and Sleep for Children under five years of age by the World Health Organisation was adopted by the Centre for Health Protection in Hong Kong. It is being disseminated to early childhood education centres (ECECs) who had volunteered to join a campaign on healthy eating and physical activity. ECEC educators who are aware and knowledgeable of movement guidelines could help promote healthy movement behaviours. We assessed early childhood educators’ awareness and knowledge of the movement guidelines for young children in Hong Kong. Methods: Invitations to participate in an online survey were sent to registered local ECECs. Teachers (N = 301) responded to close-ended questions that were adapted from previous studies that measured the awareness (i.e., whether they had seen or heard of them) and knowledge of physical activity, sedentary behaviour, and sleep guidelines for children aged two to six years. Additional questions enquired about the background of the respondents (i.e., professional qualification, age, sex) and the contexts in which physical activities were being implemented in ECEC settings. Results: Majority of the participants reported awareness and knowledge, respectively, of the guidelines for physical activity (88%, 87%), sedentary behaviour (70%, 80%), and sleep (58%, 84%) of young children. Smaller portions of the participants reported the correct recommended time for physical activity (23%), sedentary behaviour (25%), and sleep (62%). Teachers who have higher degree qualifications tended to be aware of the guidelines for physical activity (Χ2=9.56, p=0.04) and sedentary behaviour (Χ2=13.20, p=0.01), more so than those with lower qualifications. Physical activities were reportedly promoted in ECEC settings during free play (81%), outdoor activities (73%), indoor games (66%), and other learning

Based on a tentative model and a sample of 215 university international students of the second year studying Chinese in the PRC, this research studied the relationships among Motivation in Second Language Acquisition (SLA), Socio-cultural Adaptation, Academic Adaptation, Language Achievement and Institutional Persistence, and evaluated their contributions in a causal model of Adaptation and SLA. The results of the study indicated that the theoretical model provided good fit to the data, and generally supported Gardner's (2005) socio-educational model except that Language Anxiety was not found to have a cause and effect relationship with Language Achievement. Instrumentality seemed to significantly predict the variation of Persistence together with Academic Adaptation. Moreover, Saving Other's Face Scale seemed to be important to predict Motivation, Socio-cultural Adaptation and especially Academic Adaptation. Copyright © 2006 Office of Research, Faculty of Education, University of Hong Kong.

In most of the Christian churches in Hong Kong, children Sunday schools were established for nurturing children’s spirituality. Bible storytelling is the major activity in Sunday school lessons. Sunday school teachers are church goers and serve voluntarily. However, some of them feel frustrated as they have difficulties in engaging children.Various research studied the characteristics of children’s spirituality and the influences of storytelling. Scholars suggested that adults can learn from children. Therefore, the author of this study is interested in the experience of Sunday school teachers on children’s spirituality in the lessons. Therefore, a conceptual framework of how the Sunday school teachers or Bible storytellers experienced children’s spirituality was established. A qualitative research was worked out and 15 Sunday school teachers were recruited. Semi-structured interviews were conducted and the verbatims were the major data. Five observation sessions were also done, providing supplemented data.This study identified three kinds of Bible stories that are more attractive to children and visualization of the ancient world with suitable teaching materials also facilitated children’s engagement. When the children were engaged, the teachers experienced children’s spirituality in terms of relational consciousness and characteristics of children as spiritual beings.For the relational consciousness, teachers experienced the children making meanings of Bible stories to God’s stories, self-story and others’ story. Interestingly, the teachers also perceived that they experienced spiritual growth in terms of feeling connected to self, God and others.For the experience of the essential characteristics of children as spiritual beings, it was in terms of simple, wholeness, genuine, and joy. It impacted the teachers and they hoped to be “becoming like a child”.Therefore, this study identified that the teachers were spiritually nurtured in terms of growth in relationships

With the rapid change of the technological world, educators have been urgently required to appropriately integrate various and innovative digital technologies to support the diverse learning needs of students in Hong Kong. The flexible learning spaces offer multiple opportunities for educators to integrate innovative toolkits to explore students’ potential learning needs, embracing their design thinking and creativity. An exploratory case study approach was adopted to investigate improving students’ learning by using digital technologies in the technology-mediated classroom and develop practical toolkits for educators. Students’ discourses and learning processes were collected as data. Three students aged 6-8 in Hong Kong were invited to participate in this study. Content analysis was employed to analyse the effectiveness of the toolkits on students’ learning modal and engagement. The findings show that digital technologies can help change students’ learning modal from passive to interactive by stimulating multimodal learning, i.e. making an AR vocabulary card required modals of linguistic, gestural, visual, and aural. The toolkits can build multiple learning spaces for design thinking and creativity, i.e. a map and digital story of the ocean were created by using a toolkit composed of 3D printing models, coding robots, and a digital book App.隨着科技世界日新月異，需要教育工作者整合各種創新數碼科技，以支持年幼學習者的多元化學習需要。靈活的學習空間為教育工作者提供了多種機會，特別是創新工具包，可以用於探索學生的潛在學習需求，提升他們的設計思維和創造力。此研究採用探索性案例研究方法，在技術為媒介的課堂中使用數碼技術來改善學生學習的方法，並嘗試為教育工作者開發實用工具包。研究通過學生的言談分析和學習歷程收集數據，三名6-8歲的香港學生受邀參與這項研究。研究者使用內容分析法來分析工具包和學習空間對學生學習模式和參與的有效性。研究結果表明，數碼技術可以通過刺激多模態學習來幫助學生將學習模態從被動轉變為交互式，即製作需要語言、手勢、視覺和聽覺模態的 AR 詞彙卡。工具包可以搭建多元化的創意學習空間，研究展示1. 3D打印模型、2. 編程玩具和3. 數字圖書App組成的工具包創建了一個關於海洋的學習空間。 Copyright © 2021 Learning and Teaching Expo.

Career and Life Development (CLD) (or ‘Career Development and Life Planning’) refers to a big spectrum of educational practices that aims to help young people embraces a holistic and comprehensive process to plan one’s life and actively implements the goals determined in own social context (Leung, 2005). It usually comprises of three aspects of education: (1) self-understanding, (2) knowing the dynamic world of work, and (3) nurturing reflective habits of mind about own future career pathways or personal planning. The aim of this study is to analyze school-based CLD effectiveness in Hong Kong by adopting a school improvement instrument, ‘the Hong Kong Benchmarks for Career and Life Development’ (HKBM) which is initiated by CLAP@JC, with close reference to the world-recognized framework in the United Kingdom, the Gatsby’s Benchmarks for Career Guidance (Holman, 2014; Holman & Yip, 2020). Using HKBM, whole school self-evaluation was conducted by CLD leaders in each school under support from teams of ‘critical friends’ (Swaffield & Macbeath, 2005). After examining the HKBM dataset collected from 44 secondary schools, key findings are: (a) effective CLD provision requires a visible and stable policy with strong school leaders’ backing; (b) schools are offering insufficient opportunities of career-related experiences and one-to-one personal guidance on CLD, despite the backing from government policy since 2014. There are implications to policies in terms of School-Business Partnerships, and to strategic planning and implementation of school-based CLD. Copyright © 2021 HKERA-APERA International Conference.

Social-emotional learning (SEL) in early childhood lays the foundation for children’s later adjustment (Bornstein et al., 2010). Among existing SEL programs, OpenMind (OM) is a mindfulness-based kindergarten curriculum that has demonstrated effectiveness in the United States and Korea (Jackman et al., 2019; Kim et al., 2020). To enhance children’s SEL in Hong Kong, this study adapted and implemented OM activities over a one-month period. Initial efficacy on children’s SEL was examined, alongside teachers’ attitudes toward OM. Fifty-two Chinese children in K1-2 (3-5-year-old; nintervention=27; nwaitlist control=24) and four trained kindergarten teachers participated in daily meditation practices. They also completed pretest, immediate posttest, and a four-week follow-up posttest. Results suggest that teachers find OM activities useful, particularly during disruptive incidents. Children also had greater improvements in emotional control and shifting than did children in the waitlist control group. Through these practices, we hope to build a stronger foundation for children’s social-emotional competence. Copyright © 2021 HKERA-APERA International Conference.

Hong Kong’s education research communities have attracted leading education scholars from all over the world and have served as a global and regional hub in education research. Simultaneously, the expected role of education research in the development of education policies and practices in Hong Kong and China is evolving into a crucial matter. This paper details the history, current conditions, and future perspectives of Hong Kong’s education research communities from local, national, regional, and global standpoints. Copyright © 2022 AERA.

Childcare centers are increasingly recognized as education agents, and school-based parent activities are part of home-school partnerships. Based on a survey of 265 parents, this study examined: (1) What made school-based parent activities useful? (2) What factors facilitated or inhibited parents’ participation? (3) What topics interested parents the most? Results showed that both structured activities (e.g., training workshops) and unstructured activities (e.g., parent-child tours) could meet parents’ needs. Parents were more likely to participate in activities that they perceived useful and allowed them to cope with the restrictions imposed by their work and family demands. Parents were most interested in activities that taught them how to deal with their children’s emotions. Finally, parents’ interests and participation varied by demographics. Copyright © 2022 AERA.

Despite its continuing rise, homeschooling in Hong Kong and many other Chinese cities is under-studied in academic research, underrepresented in society, invisible in public policy, and even marginalized within parent communities. Unlike many cases in Western societies, homeschooling in Hong Kong appears to be largely a ‘middle-class phenomenon’—better-off Chinese parents in Hong Kong can draw on their resources and navigate opportunities in the existing legal framework so that homeschooling is a viable option for their children’s education. Putting this phenomenon into a wider context of stratification and inequality, alternative middle-class choice and practice that ‘opt out’ of a traditional school system to homeschool their children problematizes our common sense understanding of middle-class trajectories. For instance, would these middle-class parents fear any loss of educational privilege that they would otherwise have in a traditional school system? Or, conversely, would these parents think that homeschooling is ideally suited for their children, who, in turn, may gain even more ‘home advantage’ over their schooled peers? Or would these parents pursue alternative forms of aspiration and privilege for their children? With these questions in mind, this study explores how Chinese homeschooling parents perceive and make sense of their homeschooling choice, with emphasis on the relation to social class. Data were drawn from in-depth interviews with 15 homeschooling families in Hong Kong. We will discuss the preliminary findings of this study and the theoretical implications for how Chinese homeschooling phenomenon constitutes the analytical leverage for theorizing a relatively unexplored area of middle-class reproduction processes. Copyright © 2022 British Sociological Association.