The education reform in Hong Kong advocated the Project Approach as an effective pedagogy to support childrens' learning through exploration and play. This paper outlines a case study of a Hong Kong kindergarten which implemented the project approach using a picture book and digital picture book as a stimulus to begin the project topic and develop the inquiry process. The qualitative data sources included analysis of documentation such as teacher lesson plans, teacher questionnaire on reflection, documentation of children's works and activity photos of the project. The findings revealed that picture book was a good stimulus to arouse children's interest. The children were observed to be highly engaged in the investigation and the benefits from the picture book in project were not limited to literacy learning but also integrated learnings such as in the domains of music and movement, drama, and science. Additionally, the project provided opportunities to use the 21st skills of collaborating, communicating, creativity and critical thinking. The case also acts as an example of implementing the project approach in a non-Western context and recommendations are made for Hong Kong early child educators who participate the education reform. Copyright © 2020 The Author(s). All Rights Reserved.

Hong Kong kindergarten teachers, like their counterparts in many other parts of the world, face the challenges of implementing educational reforms and adopting new teaching approaches. This is especially challenging in the absence of detailed, concrete and explicit guidance on implementing new teaching approaches in daily classroom activities. The present study employed a qualitative collective case study methodology to investigate four kindergarten teachers’ perspectives and pedagogical practices in relation to the adoption and implementation of project and thematic approaches in four Hong Kong kindergarten classrooms. Three data collection methods were used, including semi-structured interviews, non-participant observations using an observation guide, and field notes. A range of strategies, including data triangulation, enhanced the credibility and dependability of the study. Key themes from the findings were identified through thematic analysis. The findings reveal that teachers were primarily focused on pedagogical practices associated with establishing and maintaining classroom discipline and rules, and ensuring children’s learning of academic skills. In the area of curriculum and pedagogical practices, the data indicated that teachers put extensive amounts of time and effort into enhancing children’s academic skills. Findings also showed that few children had free-play time. In most cases, children needed to finish their homework before they engaged in play. Such practice may affect other aspects of children’s development such as creative and critical thinking, and problem solving. With regard to discipline and rules, all teachers were concerned about children’s self-help skills and expected children to follow the classroom rules strictly. The teachers in this study frequently used demonstration and direct instructions to children to maintain classroom discipline and rules. The study found that there is resistance in Confucian-heritage cultures to children