While studies consistently showed that a person’s subjective well-being (SWB) was related to his/her job performances, health, and adaptation, few research examined Hong Kong kindergarten teachers’ SWB in relation to their demographics. The purpose of study was to address this issue by examining the relationships of teachers’ job satisfaction, self-esteem, and mental health complaints (representing SWB) to their demographic characteristics. 371 in-service teachers participated voluntarily as convenient sample by self-rating on the inventories, including the Job Satisfaction Survey, Rosenberg Self-Esteem Inventory, and the General Health Questionaire-12. Results showed that the SWB variables showed significant correlations with the majority of demographic factors: the factors of age, marital status, years of teaching, and rank in school correlated with all SWB variables. Among all demographics, the “rank in school” factor was the most consistent factor in associating with all SWB variables. In addition, there were group differences in SWB by teachers’ age, working experiences, school ranks, school type, and marital statuses. The age group (46-50) displayed the highest job satisfaction, whereas another age group (26-30) showed the lowest job satisfaction. Teachers with teaching experiences longer than 21 years had significantly higher job satisfactions than those with 6-10 years and 11-15 years of experiences. Of all ranks in kindergartens, the principals displayed the highest job satisfaction. Teachers worked in non-profit-making kindergartens showed consistently more favourable job satisfaction and perceived work environment than teachers in profit-making kindergartens. Furthermore, married teachers indicated significantly higher self-esteem than singled teachers. Implications of findings to teachers’ development were discussed.

Hong Kong early childhood education runs in the private sector. In recent years, the government has implemented a number of policies to improve the quality of early childhood education. The Pre-primary Education Voucher Scheme is one of important early childhood education policies in Hong Kong. The Scheme aims to improve the quality of early childhood education, by providing financial assistance to parents and upgrading teachers' qualifications. However, this policy raised widespread awareness and debate amongst the stakeholders. This paper will discuss how the scheme affects different stakeholders and explores its way forward. The essay first provides a brief background of the scheme and Hong Kong's early childhood setting. The latter part of the essay discusses how the scheme affects the various stakeholders, including: policy makers, early childhood education sectors, early childhood educators and parents. Finally, suggestions to improve the scheme are made.
[Copyright © The Hong Kong Institute of Education].

The whole language approach is an important language theory in the West. In recent years, many kindergartens in Hong Kong have been implementing the whole language approach. To understand how this western educational concept is being implemented in the Chinese society, this research aims to investigate the current practices of teachers implementing the Whole Language Approach in Hong Kong. The study employed a combination of quantitative and qualitative methods with data collected through questionnaires and interviews. 138 questionnaires were sent to experienced teachers. A total of six teachers were interviewed, and they were all experienced. Findings indicate that most of the kindergarten teachers have the basic understanding of the whole language approach. However, it finds that many teachers cannot fully implement the meaning of the whole language approach in it entirely. Further training for teachers is needed.
[Copyright © Scientific Research Publishing, Inc.].

Purpose: The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach: A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings: The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value: Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
[Copyright © Emerald Group Publishing Limited].

This paper first reviews the key changes in early childhood education that was proposed by the Hong Kong Government in the year 2000, including promoting the competence of early childhood education professional, formulating a quality assurance system to improve the quality of the education to be provided to children, diversifying means to subsidize parents to send their children to a childcare centre or kindergarten, standardizing the operations between childcare centres and kindergartens, and facilitating children's transition from early childhood education to primary schooling. Covered next are what have so far been done on those proposed changes, along with commenting on issues/problems that have arisen.
[Copyright © The Hong Kong Institute of Education].