Examining the impact of the 3Cs (creativity, collaboration, and communication) approach on the overall program quality and on teaching and learning: A case in Hong Kong

Karen Chia Yu LIU, Pui Wah Doris CHENG

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - Apr 2014

Citation

Liu, K. C. Y., & Cheng, D. P.-W. (2014, April). Examining the impact of the 3Cs (creativity, collaboration, and communication) approach on the overall program quality and on teaching and learning: A case in Hong Kong. Paper presented at the 2014 AERA Annual Meeting, Philadelphia, Pennsylvania.

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