Enhancing early childhood schooling of South Asian children in Hong Kong: Beliefs and perceptions of kindergarten teachers and principals

Enhancing early childhood schooling of South Asian children in Hong Kong: Beliefs and perceptions of kindergarten teachers and principals

• Yuen, Celeste Y. M. Department of Education Policy and Leadership, The Hong Kong Institute of Education

Early Child Development and Care, 1-16, 2015

Routledge

2015

• 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
• N 學生與學生服務
  • NO 少數民族及移民學生

Enabling Access South Asian Children Ethnic Minority Early Childhood Education Hong Kong

• Hong Kong
• South Asia

• 1997.7 onwards

• 學前教育

Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early years education are discussed.; Enhancing quality early childhood education and enabling access for ethnic minority South Asian (SA) children in kindergartens have increasingly been a social concern in Hong Kong. This empirical study examines the beliefs and perceptions of kindergarten teachers and principals towards educating SA children in their own educational settings. The research focus was sharpened by a case-study method to examine the effectiveness of SA children from two different kindergartens with significant demographic differences. In total, 10 focus group interviews with 29 teachers and individual interviews with the 2 principals were conducted to understand their perspectives on the learning and transitional needs of SA children. The findings reveal a remarkable difference between the beliefs and perceptions of both teachers and principals from the two kindergartens in response to the diverse needs of SA children. School policy, practice and the implications for the development of early years education are discussed.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430.2015.1036420]

• 英文

期刊論文

• 03004430

• 10.1080/03004430.2015.1036420

https://bibliography.lib.eduhk.hk/tc/bibs/b4aeedfb

2015-06-02