Educational Policy, Kindergarten Curriculum Guidelines and the Quality of Teaching and Learning: Lessons from Kindergarten in Hong Kong
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This paper considers how educational policy and kindergarten curriculum guidelines have affected the quality of teaching and learning in preschools in Hong Kong. First, it provides an overview of early childhood education in Hong Kong. Second, it reviews educational policy relevant to preschools from a historical perspective highlighting the pursuit of quality which has been evident over the past few decades. Third, it analyses the Guides to the Pre-primary Curriculum published in 1996 (Curriculum Development Institute, 1996) and in 2006 (Curriculum Development Council, 2006) by the government. Next, it considers observations of the quality of teaching and learning in Hong Kong kindergartens. Finally, it concludes with an analysis of the major factors which have affected early years’ policy and practices in Hong Kong.
Abstract
This paper considers how educational policy and kindergarten curriculum guidelines have affected the quality of teaching and learning in preschools in Hong Kong. First, it provides an overview of early childhood education in Hong Kong. Second, it reviews educational policy relevant to preschools from a historical perspective highlighting the pursuit of quality which has been evident over the past few decades. Third, it analyses the Guides to the Pre-primary Curriculum published in 1996 (Curriculum Development Institute, 1996) and in 2006 (Curriculum Development Council, 2006) by the government. Next, it considers observations of the quality of teaching and learning in Hong Kong kindergartens. Finally, it concludes with an analysis of the major factors which have affected early years’ policy and practices in Hong Kong.
참고문헌 (24)
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