This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era. Copyright © 2024 the author(s).

Teaching young Hongkongers a sense of ‘Chineseness’, especially in a cultural sense, was embedded in the city’s colonial history. Yet moulding the young generation to be patriotic citizens of the People’s Republic of China was a new objective for the Hong Kong Special Administrative Region Government after 1 July 1997. This study analyses civic and citizenship curriculum guidelines issued in Hong Kong from 1997 to 2022 to explore how a new construct of national identity was pedagogized in the post-handover context. The research findings of this study suggest that the pedagogical discourse of national identity in the curriculum guidelines has tended to prioritize an ethno-cultural sense of Chineseness as an external entity and orient Hong Kong students as passive recipients for this new identity after the handover. The article concludes by considering the implications of these findings for the teaching of national identity in Hong Kong’s new political context after the implementation of the National Security Law in 2020. Copyright © 2024 Intellect Ltd Article. English language.

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. Copyright © 2024 by the authors.

This study investigated the roles of cumulative family risks and executive functioning (EF) in explaining preschool children's school readiness. The cumulative family risks comprised family socioeconomic status (SES), home literacy environment (HLE), and familial risk of dyslexia (FRD). The participants were 955 first-year kindergarten children (Mage = 3.53 years, SD=0.41, 46.60 % girls) and their parents (Mage = 35.56 years, SD=6.31, 82.7 % mothers) from Hong Kong, China. The parents completed a survey package measuring their children's school readiness, EF skills, and the three above-mentioned cumulative family risks. Hierarchical regression analysis, controlling for children's age and gender, was performed to test the unique contributions of EF and the profiles of cumulative family risks to school readiness. The results showed that in addition to the significant role of EF, HLE risk was significantly associated with school readiness. The association between EF and school readiness was significantly weaker in children with three or more family risks than in their peers. The findings highlight the necessity of developing family education and school–family–community collaboration programs to enhance the school readiness of children, especially those with multiple family risks. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities. Copyright © 2024 Sibel Erduran and Kason Ka Ching Cheung.

This study examines the value priorities of Chinese parents regarding their children’s education in globally competitive context. Although Chinese parents are often viewed as being excessively controlling of their children and preoccupied with their academic performance, research indicates that contemporary Chinese families hold diverse beliefs and values influenced by globalization and socio-cultural transformations. Via a mixed-method study primarily using responses to surveys (n = 867) and semi-structured interviews (n = 18) among Chinese parents in Hong Kong schools, the study sheds light on multiple and competing educational priorities among Chinese parents of a new generation. Findings reveal the complex landscape of value orientations as the parents navigated the challenges of supporting their children’s schooling. Parents’ concerns about whole-child development appeared to sometimes conflict with the school system’s academic focus. Implications concerning the difficulties of aligning family-school values for collaboration and intensifying educational competition are discussed. Copyright © 2024 The Author(s).

When multilingual learners traverse across cross-border and study-abroad contexts, they enter different sociocultural spaces, negotiate conflicting identities, and may or may not invest in these identities. Addressing the lacuna, this longitudinal case study draws upon the model of investment to conduct a long-term, systematic investigation of the identities and investment of Miranda, a multilingual learner, and a pre-service teacher—as she studied, over seven years, as a university student (B.A.) in mainland China, a taught postgraduate student (M.Ed.) in Hong Kong, and a research student (M.Phil. and Ph.D.) in New Zealand. Findings reveal how Miranda negotiated, constructed, and performed multiple identities in shifting contexts and how the way her capital was valued shaped the way she positioned herself and was positioned by others. Attending to the fluidity and complexity of identities, this study provides educational authorities and teachers with implications for helping to chart the path for empowering students across contexts. Copyright © 2024 Taylor & Francis Group, LLC.

Multicultural awareness is crucial for teachers to promote equity in culturally diverse classrooms (Cherng & Davis, 2019). Positive attitude towards diversity predicts stronger cultural sensitivity in teaching (Abacioglu et al., 2020). In Hong Kong where it lacks any policy towards multiculturalism, despite the growing number of non-Chinese multicultural learners, empirical support as to how pre-service teachers develop multicultural awareness and beliefs remains scant. This study analysed preservice teachers' perception of multicultural classrooms qualitatively to elucidate their multicultural awareness. It addressed two questions: 1) how do pre-service teachers understand cultural diversity in classrooms?; and 2) How do they perceive teachers' roles in responding to culturally diverse learners' needs? Nine ethnic Chinese pre-service teachers who joined an informal multicultural education programme in a Hong Kong teacher education university were interviewed. The data were transcribed, and coded with NVivo 12 based on the above questions. The analysis showed that preservice teachers demonstrated awareness of cultural differences in Hong Kong schools, suggesting that the intercultural contact and experiences the programme facilitated were effective. Cultural cliques among students, they believed, can promote quality of learning through co-ethnic peer interaction. Yet, they anticipated the need to go "out of their comfort zone" to teach in English, a language they regard as essential in meeting the learning needs of ethnic minority students more fully, especially those who were less proficient in Chinese language. Implications for research and teacher education for enhancing multicultural awareness in Hong Kong schools will be discussed. Copyright © 2023 World Education Research Association.

This study examined the interrelationships among parental play belief, household playfulness, kindergarten play behaviors, and social competence in a sample of Hong Kong Chinese children. Participants were teachers and parents of 140 children (52.1% boys, mean age = 4.35). Parents reported their parental play belief and their child’s playfulness through a questionnaire, while teachers reported children’s kindergarten play behaviors and social competence. Multiple regressions and path analytic model revealed that children’s kindergarten social play, rough play, and reticent behaviors were correlates of their social competence; and that children’s social spontaneity, social play, and reticent behaviors act as potential mediators underlying the relationship between parental play belief and social competence. These findings suggest that parents holding positive play belief may promote their child’s social competence by shaping children’s household playfulness and kindergarten play behaviors. They also highlight the utility of promoting parental play belief, children’s social spontaneity, and kindergarten social play. Copyright © 2024 The Author(s).