Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study

Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study

• Ho, Joyce The Education University of Hong Kong
• Grieshaber, Susan Jane Monash University Peninsula Campus, Victoria, Australia
• Walsh, Kerryann Queensland University of Technology, Australia

International Journal of Early Years Education, 2017

Routledge

2017

• B 人的行為
  • BE 行為問題、違規及犯罪行為、青少年犯罪、邊緣兒童和青少年、黑社會
• F 教與學
  • FG 教室管理和控制
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Early Childhood Pedagogy Kindergarten Discipline Confucianism Hong Kong

• Hong Kong

• 1997.7 onwards

• 學前教育

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children' s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite' to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong.
[Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.]

• 英文

期刊論文

• 09669760

https://bibliography.lib.eduhk.hk/tc/bibs/ad14aa45

2017-07-27