Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study

Joyce HO, Susan Jane GRIESHABER, Kerryann WALSH

Research output: Contribution to journalArticle

Abstract

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children’s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite’ to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)409-423
JournalInternational Journal of Early Years Education
Volume25
Issue number4
Early online dateApr 2017
DOIs
Publication statusPublished - 2017

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Hong Kong
kindergarten
classroom
teacher
kindergarten teacher
Appointments and Schedules
Teaching
teaching practice
Observation
Interviews
interview
Group

Citation

Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms: A qualitative case study. International Journal of Early Years Education, 25(4), 409-423.

Keywords

  • Early childhood pedagogy
  • Kindergarten
  • Discipline
  • Confucianism
  • Hong Kong