This paper examines the implementation of the 3C approach on the overall program quality and its impact on teaching and learning in a kindergarten in Hong Kong. The experiment school implemented a 3C based curriculum plus intervention which included field visits, professional development, onsite consultation, and group discussion and reflection. Paired-samples t-tests were conducted to evaluate the impact of the intervention on the overall quality of the program using the scores of ECERS-R. For the target school, there was a statistically significant (p<0.01) increase in ECERS-R scores from pre-test to post-test. The qualitative data show that there was an impact on teaching pedagogy. More child-initiated, play-based activities that foster children’s creative, collaboration and communication and parent involvement were documented.
|Publication status||Published - Apr 2014|
|Event||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" - Philadelphia, PA, United States|
Duration: 03 Apr 2014 → 07 Apr 2014
|Conference||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy"|
|Abbreviated title||AERA 2014|
|Period||03/04/14 → 07/04/14|