The proposed project will address the PPR priority area of child development in the context of Early Childhood Education (ECE). In his 2006-07 Policy Address, the Chief Executive committed HK$2 billion to enhance the quality of ECE. Since 1982, Government reports and curriculum guidelines have placed child-centered, play-based pedagogy at the heart of ECE quality. However, quality assurance reports indicate that there is a gap between policy and practice, with many pre-primary schools persisting in teacher – directed approached and academically oriented practices. The aim of the proposed study is to investigate and report on strategies for the effective implementation of quality ECE policy. It main purposes are to: -identify the factors that facilitate and impose child-centred, play-based pedagogy in ECE in Hong Kong; -document exemplars of best practice in ECE pedagogy in Hong Kong’s unique cultural context; -and, propose effective ways for pre-primary schools to make use of the funds that have been allocated for the enhancement of quality in ECE. Utilizing a ‘macro-micro’ approach, the study will involve (a) the systematic analysis of policy in relation to quality ECE, (b) classroom observations and interviews with key ECE stakeholders and (c) a comparison of schools to inform policy on what works in the unique cultural context of Hong Kong. The study will contribute to policy development through reports on the implementation of play-based pedagogy and its impact on educational quality, exemplars of best classroom practice and suggestions for school improvement.
|Effective start/end date||01/04/08 → 30/09/10|
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