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- Title
The Complexities in Promoting Play-Based Kindergarten Curriculum in Hong Kong: One Teacher's Story.
- Authors
Chanel Kit-Ho FUNG
- Abstract
Play has been acknowledged by the Hong Kong government as an effective form of pedagogy to promote learning in early ages. However, annual official inspection reports have consistently revealed the use of a teacher-directed approach, rather than play-based practice, in kindergartens. This discrepancy between current practice and official expectations implies that teachers encounter difficulties in implementing play-based learning in real settings. By documenting the pedagogical practices of one teacher, this study found that, in the private Hong Kong kindergarten sector, parental expectations of kindergarten had a substantial impact on one teacher's pedagogical practice, affecting her professional commitment to realize a playful curriculum. To tackle adverse influence of parental expectations in this private education sector, the study argues for both the need of more parent education that facilitates parents to develop appropriate kindergarten education expectations and a direct official subsidy to kindergartens.
- Subjects
HONG Kong (China); CHINA; ACTIVITY programs in kindergarten; PLAY; CURRICULUM; KINDERGARTEN teachers; PARENT participation in kindergarten
- Publication
Canadian Children, 2009, Vol 34, Issue 2, p16
- ISSN
0833-7519
- Publication type
Article