The call for professionalism in kindergarten education has been an important educational issue over the past several decades in Hong Kong. Official expectations have been published to guide the services of kindergarten education and to supervise teachers' pedagogical practice. Kindergarten education services that are child centred and play based, and that practise integrated learning to nourish children's holistic and balanced development are advocated. However, Quality Assurance Inspection reports have shown that kindergarten teaching and learning is still teacher directed. Young children are passive recipients of knowledge. The services run counter to the progressive motives of the 2000 Education Reform in nurturing young children to be active and self-motivated life-long learners. Driven by the interest to study the practice-expectation gap, the present study sought to observe kindergarten teachers' classroom practice, investigate their pedagogical decision making, and reveal the complexities underpinning their pedagogical roles which, to an extent, emerged from the practice-expectation gap.
The present study, framed by in a qualitative research design, employed on-site observations and teacher interviews, together with official document analysis and training curriculum document analysis. The wealth of data and information collected revealed that a practice-expectation gap does exist.
The data analysis suggests that the teacher informants' pedagogical decision making and practice were shaped by a number of intervening forces. These forces can be categorised into (a) the personal variables of the teacher informants in terms of their personal beliefs and values towards kindergarten education, (b) the contextual variables of school management structure and administrative arrangements within which the teacher informants delivered their teaching and fostered the children's learning, (c) the societal variables of parental expectations of the kindergarten education

背景：在幼兒課程中，韻律活動 (rhythmic activity) 是音樂和體能活動不可缺少的主要學習經驗，但是從筆者的視導經驗和近期研究結果 (Wong & Chu，2001) 均顯示現在香港的學前韻律活動明顯地缺乏創意感、韻律感和運動感。加上目前香港學前的韻律活動課程的推行受到外在和內在因素的限制，是時候需要將非創意及系統化的韻律活動課程作出改革。
目的或討論焦點：本文旨在與讀者分享「創意韻律教育」(Creative Eurhythmic Education) 的理念、原則和推動方法，讓幼教工作者能夠嘗試採用「創意韻律教育」提升她/他們的教學效能; 設計此創意韻律教育課程模式之目的是改革現在香港的音樂律動課程，將普遍老師們已遺忘的韻律元素再次重述，引起她們的關注。
論點/評論/建議：本文強調，在課程的發展中運用嶄新的幼兒運動-音樂課程模式： 創意(Creativity)、音樂技能與概念 (Musical Skills & Concepts)、運動技能與概念 (Movement Skills & Concepts)、暢態與綜合活動 (Flow-Integration) 等元素，教師能提升兒童自我表達的能力，並能帶領兒童在各方面進行創作; 作者亦確信透過每天有系統的課程安排，兒童在創意韻律教育方面得益甚豐。嶄新的課程模式更強調創意的教育價值，將韻律課程發展於適合學生的能力、興趣、意欲和需要，而主題綜合活動則聯繫各獨特之韻律元素，使它們成為有生機和互動相連的全方位課程。最後，整個音樂律動課程的改革帶給教師們「暢態」的忘我歡暢之意境。
總結：新穎課程能成功的推行有賴教師的投入程度、擁有足夠的運動-音樂專業知識、技能和態度、重視教學的過程和多給予「鷹架作用」刺激兒童挑戰自我極限; 創設適切的運動-音樂學習環境，足夠的教學資源、器材和設施、教學時數和每週次數、專業支援與協助和校本的運動-音樂文化也是推行新穎課程的重要外在因素。
Background: In the preprimary curriculum, rhythmic activity is an essential learning experience in music and movement activity. From the supervision experiences and recent researches of Wong & Chu (2001), it is found that the rhythmic activity conducted in kindergarten is obviously lack of creativity, sense of rhythmic and sense of movement. Moreover, some external and internal factors and have hindered the implementation of rhythmic activity in kindergarten. There is a need to have a change from uncreative and tradition curriculum to an innovative one.
Objectives and Focus: This study aims to share with the readers the philosophy of Creative Eurhythmic Education, its principles and ways of implementation which encourages preprimary teachers and workers to adopt the Creative Eurhythmic Education Model in order to improve their teaching effectiveness. The aims for designing such kind of Creative Eurhythmic Education model are to make changes to Hong Kong music and movement curriculum, and to arouse kindergarten teachers' the concerns to integrate the rhythmic elements during the music movement activity.
Comment/Suggestions:

本研究的目的是透過設計及實踐資訊科技教育活動，了解其教育功能。本個案研究為期一年，共有十位教師及七十五名學生參與。研究成果是三個應用資訊科技主題活動，他們是：(1)製作數碼圖書，(2)製作數碼活動記錄冊，(3)製作數碼短片分享行為表現。研究結果顯示資訊科技創造屬實的學習機會，提供豐富的教學功能及扮演授權賦能的角色。
The aim of the case study is to design thematic learning activities for understanding and analyzing roles of IT for improving Learning & Teaching (L&T) of school education. This research involved 10 teachers and 75 learners in a one-year study. Three thematic activities were designed and implemented. They were: (1) digital book production, (2) digital activity record production, and (3) digital video clip production for sharing behavior of learners. Results of the study indicated that IT could play three roles in education. They are: (1) providing authentic learning opportunities, (2) enhancing teaching capability, and (3) empowering L&T activities.
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