Many studies have found that the preschool curriculum in Hong Kong still reflects the influences of its social and cultural context that emphasises teacher-directed learning. Developing creativity in preschools requires teachers to change their familiar practices. A good understanding of teachers’ actual practices for facilitating creativity in the classroom is an important first step for educators dedicated to pedagogical change. This study aims to investigate the creativity-fostering pedagogy that teachers actually use in their classrooms to draw attention to the crucial aspects of effective creativity-fostering pedagogy in Hong Kong preschool settings. This study employed a qualitative research approach to explore and analyse the characteristic features of creativity-fostering practice in Hong Kong preschools with results presented in the form of case studies. Semi-structured interviews and classroom observations were used as data sources and content analysis was performed to examine the features and the effectiveness of teachers’ creativity-fostering pedagogical practices. Findings revealed that the three Chinese teachers held similar perspectives about creativity-fostering pedagogies and their perspectives were mainly rooted in Western pedagogies. However, the three cases demonstrated the different interpretation of these pedagogical perspectives, ranging from being strongly teacher-directed to strongly child-centred. A balance between teacher-directed and child-centred was found to be more effective pedagogic practice in the Chinese classroom. Results suggested that different creativity-fostering pedagogies might work for certain contexts and certain children and an awareness of both cultural and contextual appropriateness is important for creativity reform. Copyright © 2018 The Asian Conference on Education.

過去數十年持續的資訊科技革新，引發出強調以運用知識和創新為比併工具的新經濟年代。教育當局將社會各界對勞動力的期望，迅速反映到教育改革的政策上。今日的老師，作為學生學習的推動者，經常承受很大的工作壓力，使不少現職教師感到教學困難。假若不同中學相關學科的教師把他們工作上的知識，在網上建構一個知識庫，與其他相關學科的教師分享，不單相互增加對學科的認識，亦可減少彼此重複的工作，讓相關的老師有更多的時間空間來提升學習的素質和效果。The sustained advancement of information technology in the last decades initiated a new economic era, which emphasizes the application of knowledge and innovation as strategic tools for competition. The Ministry of Education reflected societal expectation on human workforce in educational reform policies. When teachers play the role of students' learning facilitator nowadays, they are confronted with high working pressure that makes the teachers difficult to handle their daily teaching routine. In case if secondary school teachers of the same subject from various schools work collaboratively to build a knowledge repository to share with others, it can benefit teachers with enriched subject knowledge and reduce the duplication of effort of each other. It also gives them more time to uphold the quality and effectiveness of learning. Copyright © 2011 香港教師中心.

Effectively use of technologies in early childhood centres has influential impact on learning and teaching. Leaders of early childhood centres have crucial roles to promote the good use of learning technologies. In Hong Kong, with millions of dollars subsidies from the SAR government to early childhood centres for improving early childhood quality under the Voucher scheme since 2007. Many more early childhood leaders equip their centres with different kinds of new technologies. However, the usage rate of technologies in early childhood classrooms is relatively low compare with other teaching and learning facilities. In this study, I aim to investigate the leadership strategies applied by leaders to promote technology use in early childhood centres. Case study was applied to investigate the leadership strategies, in-depth interview were conducted with principal and teachers in a well-resourced digitized kindergarten in Hong Kong. Thematic analysis was applied to draw the findings. Major findings on leadership strategies include: providing authentic support, encouraging active trial, leading practical practice and forming pro-digital culture in organization. Copyright © 2014 Infonomics Society.

「繪本融合習式方法」為香港幼兒教育日漸普及的一種教育戲劇的教學方式。本文根據讀者回應理論，建立「創意空隙」（creative gaps）的概念框架，提出六種不同面向及程度的創意空隙，以評估教學案中能給予幼兒重新想像、探索和重述故事的機會與可能性。作者提出，教師在設計教案時，應發掘繪本的創意空隙，以選配和編排適當的戲劇習式。本文藉研究幼兒教師與戲劇導師共同設計的20個教案，探討這模式在香港的實踐狀況。結果顯示，教學設計雖未能完全擺脫文本的束縛以開放地讓幼兒參與，但當中的創意空隙能引導幼兒進行多方面故事探索和重新想像。不過，以現實生活經驗來重創故事，討論當中的品德情意與社會議題的表現，卻未見顯著。本研究建議師資訓練多強調有關繪本和創意空隙的分析與應用的知識和技巧。The use of Conventions Approach with picture books has become a popular teaching mode of Drama-in-Education in the early childhood education in Hong Kong. Drawing on the reader-response theories, the author constructs a conceptual framework called ＂creative gaps.＂ This framework includes six aspects and gradations of creative gaps which aims to evaluate the opportunities and possibilities given to children to re-imagine, explore and retell the story in a drama lesson. The author argues that teachers should identify the creative gaps of the picture book when assigning and arranging appropriate drama conventions to teach. Through analyzing 20 teaching plans co-written by preschool teachers and drama artists, the author examines the practice of this drama teaching approach collected from eight preschools in Hong Kong. The results reveal that although the teachers could not totally break through the confinement of the original text for open participation, the creative gaps identified in their teaching plans could support young children to re-imagine and explore the story in various ways. Still, attempts were made to facilitate the children to re-create the story through everyday experiences and to discuss the social and moral messages in the story. In the end, the author suggests that teacher training should put more emphasis on the knowledge and skills about analyzing and applying picture books and creative gaps. Copyright © 2017 Author.

Early childhood education in Hong Kong has experienced drastic changes since 1982 following the criticism made by the Llewellyn visiting panel and a western style play-based curriculum was recommended. The Curriculum Development Council in 2006 stated that curriculum development is a continuing process of renewals that should devetail with the development of education system globally. The curriculum renewal, however, has been based on continuous fostering the play-based approach of the 1980s, despite that in the Western world, there have been calls for a reversion to the traditional teacher-centered education paradigm in recent years. Is there a double standard in designing curriculum in this respect? Copyright © 2018 CESHK.

香港幼兒課程與教學發展，由早期欠監管、不合乎幼兒的年齡與需要，漸改變至近年較貼合幼兒全人發展，這實有賴香港政府在不同時期的推動及業界多年來的努力。港英政府統治的一百年間，幼教機構一直是由教會、社圑及私人開辦，港英政府採取少干預政策，對早期幼教的承擔及所投放的資源實是有限。1891年歐德理(Eitel) 在其撰寫的香港教育年報(The Annual Report on Education in Hong Kong for the year 1891 )提議開辦幼兒教育，而當時倫敦殖民地辦公室的回應是：「幼兒教育是奢侈的」，由此可見一斑(Sweeting，1990，頁264)。20世紀60年代以後，因為香港社會經濟轉型，加上精英教育的開始，希望子女提早接受教育的父母日增，幼稚園和托兒所數目不斷增加，但無論在幼兒課程、教學及照顧上，政府仍沒有嚴謹監管。隨着世界幼教發展趨勢，80年代開始，政府對幼教提出政策建議，為幼兒課程發展的方向打下基礎。1997年香港政府推出新一輪教育改革，核心重點是幫助學生透過「終身學習」達至「全人發展」。幼教的方向及其重要性在21世紀的教育改革藍圖中重新被肯定及定位，提倡幼兒課程應是愉快及多姿多彩的，內容要切合幼兒的身心成長及需要(教育統籌委員會，2000)。為了提升幼教質素，特區政府在2016年施政報吿終於宣佈由2017/18學年起正式落實免費幼稚園教育政策。那麼，在頻仍的改革聲中，香港幼兒課程及教學由殖民地社會到回歸後有甚麼蜕變？發展過程中又面對甚麼問題？政府如何推動香港幼兒課程？日後有怎樣的發展趨勢？以上的問題將會在本章內加以討論。

Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of teaching competency in multicultural classrooms held by 347 teachers at 22 kindergartens in Hong Kong. The study aims at (a) using Confirmatory Factor Analysis to validate the factor structure of the multicultural meaching competency scale (MTCS) among preschool teachers, (b) assessing the model difference of MTCS between teachers with and without multicultural training, and (c) informing the practice of multicultural teaching in early childhood education. The results indicated that a tripartite model in which the MTCS assessed skills, knowledge, and relationships obtained a statistical fit to a Hong Kong preschool sample, as in earlier research on a primary school sample in Hong Kong.
[Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.]

世界各國學者的理念或理論基礎對幼兒教育存在著不同的影響，而香港幼兒教育課程近年不斷進行課程改革、質素保證監管，不同的幼教課程模式過往均曾應用於本地的學前教育機構，如主題教學、方案教學或高廣度課程模式，就此，本文從文獻資料瞭解源自德國發展的華德福幼教課程模式，藉此作為課程發展的参考。