Preschool pedagogy: A fusion of traditional Chinese beliefs and contemporary notions of appropriate practice

Rao, N., Ng, S. and Pearson, E. (2009) Preschool pedagogy: A fusion of traditional Chinese beliefs and contemporary notions of appropriate practice. In: Revisiting the Chinese Learner: Changing contexts, changing education. CERC Studies in Comparative Education (25). Springer, Hong Kong, pp. 255-279. ISBN 9789048138401

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Official URL: http://dx.doi.org/10.1007/978-90-481-3840-1_9

Abstract

This chapter considers pedagogical practices in Hong Kong kindergartens. First, it addresses some macro-level changes which have influenced classroom practice. Second, it considers how professional knowledge about early instruction, educational policy and traditional cultural beliefs about learning have affected teacher-child interactions. Next, through the use of examples, the chapter illustrates current and emerging pedagogical practices in kindergartens and discusses the role of various culturalcontextual factors in shaping the form of early childhood pedagogy. Finally, it argues that a distinct Hong Kong-Chinese early childhood pedagogy is discernible from systematic observations of classroom practice.

Item Type:	Book Section
Divisions:	School of Social Science
Depositing User:	Dr Emma Pearson
Date Deposited:	31 Mar 2017 07:34
Last Modified:	23 Jul 2019 14:20
URI:	https://bgro.repository.guildhe.ac.uk/id/eprint/124

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