Fostering young children's spirituality in early childhood holistic education in Hong Kong educational reform: Myth or reality?

Grace LAU

Research output: Contribution to journalArticle

Abstract

In response to the wave of global education reform, the Hong Kong Government has initiated an educational reform to promote the child-centred approach to meet the changing society in the recent ten years. The Holistic Child-centred Educational Approach which enshrine a distinct kind of spirituality of interconnectedness is considered as Quality education. In order to foster the holistic curriculum in young children, the Government has recognized the values of play in the ECE informal curriculum and its allied pedagogy. Despite the Government’s persistent attempts to foster the policy, the feedback from practitioners is less than satisfactory. Through a qualitative research with two preschools with religious affiliations, it is found that spirituality education has an important role to play in fostering the good lives of young children. Children are being ‘equipped’ with skills to deal with life adversity and handling the complex human relationships. A successful implementation of spirituality education however must rest on a clear understanding of the difference between the traditional religious education and spirituality education. A genuine understanding on the part of practitioners would increase the chances for a successful implementation of the ECE Educational reform promoted by the SAR Government. (The Author) Copyright © 2010 Carl Friedrich von Weizsäcker-Society.
Original languageEnglish
Pages (from-to)57-68
JournalPANORAMA: The Intercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible Research
Volume22
Publication statusPublished - 2010

Citation

LAU, G. (2010). Fostering young children's spirituality in early childhood holistic education in Hong Kong educational reform: Myth or reality? PANORAMA: The Intercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible Research, 22, 57-68.

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