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Article: Variation in the Qualities of Instruction Methods Adopted by Different Kindergartens in Hong Kong

TitleVariation in the Qualities of Instruction Methods Adopted by Different Kindergartens in Hong Kong
Authors
Issue Date2013
PublisherCommon Ground Publishing. The Journal's web site is located at http://ijlecl.cgpublisher.com/
Citation
International Journal of Early Childhood Learning, 2013, v. 19 n. 2, p. 21-41 How to Cite?
AbstractThis study examined the learning and teaching approaches used in three kindergartens in Hong Kong, which were assessed as being of “good,” “acceptable,” and “unsatisfactory” quality, respectively, by the regulatory body and that used the same curriculum package. Participants were five kindergarten teachers, their students, and five specialists in pre-primary education, who provided an independent assessment of kindergarten quality. Each teacher was observed for three hours a day over three consecutive days. The specialists discussed videotaped observations of learning activities from each of the kindergartens in a focus group, and rated kindergarten quality. Results indicated that the ratings of the regulatory body and the specialists were consistent and appeared to be informed by the criteria for “developmentally appropriate practices.” The low-quality classroom was teacher-directed, engaged mainly in chalk-and-talk and paper-and-pencil activities, and involved few interactions between the teacher and the children or among children. The children in the other two kindergartens engaged in authentic learning activities, learned in small groups, appeared cognitively engaged, and had many interactions with the teacher and other children. Although the kindergartens claimed to use Montessori, Project, and Unit approaches, the specialists felt that none of them actually implemented their purported approaches with fidelity. The implications of the findings for defining and promoting kindergarten quality are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/203459

 

DC FieldValueLanguage
dc.contributor.authorChan, WLen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2014-09-19T15:16:51Z-
dc.date.available2014-09-19T15:16:51Z-
dc.date.issued2013en_US
dc.identifier.citationInternational Journal of Early Childhood Learning, 2013, v. 19 n. 2, p. 21-41en_US
dc.identifier.urihttp://hdl.handle.net/10722/203459-
dc.description.abstractThis study examined the learning and teaching approaches used in three kindergartens in Hong Kong, which were assessed as being of “good,” “acceptable,” and “unsatisfactory” quality, respectively, by the regulatory body and that used the same curriculum package. Participants were five kindergarten teachers, their students, and five specialists in pre-primary education, who provided an independent assessment of kindergarten quality. Each teacher was observed for three hours a day over three consecutive days. The specialists discussed videotaped observations of learning activities from each of the kindergartens in a focus group, and rated kindergarten quality. Results indicated that the ratings of the regulatory body and the specialists were consistent and appeared to be informed by the criteria for “developmentally appropriate practices.” The low-quality classroom was teacher-directed, engaged mainly in chalk-and-talk and paper-and-pencil activities, and involved few interactions between the teacher and the children or among children. The children in the other two kindergartens engaged in authentic learning activities, learned in small groups, appeared cognitively engaged, and had many interactions with the teacher and other children. Although the kindergartens claimed to use Montessori, Project, and Unit approaches, the specialists felt that none of them actually implemented their purported approaches with fidelity. The implications of the findings for defining and promoting kindergarten quality are discussed.-
dc.languageengen_US
dc.publisherCommon Ground Publishing. The Journal's web site is located at http://ijlecl.cgpublisher.com/en_US
dc.relation.ispartofInternational Journal of Early Childhood Learningen_US
dc.rightsInternational Journal of Early Childhood Learning. Copyright © Common Ground Publishing.en_US
dc.rightsNOTICE: Readers must contact Common Ground for permission to reproduce.en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleVariation in the Qualities of Instruction Methods Adopted by Different Kindergartens in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturepostprint-
dc.identifier.scopuseid_2-s2.0-84884403263-
dc.identifier.hkuros235690en_US
dc.identifier.volume19en_US
dc.identifier.issue2en_US
dc.identifier.spage21en_US
dc.identifier.epage41en_US
dc.publisher.placeUSAen_US

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