How preschool children learn in Hong Kong and Canada: A cross-cultural study

Ngai Chun Margaret WONG

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This paper reviews literacy learning conducted in two laboratory preschools in Hong Kong and Canada, and examines the link between cultural values and educational practices. Both preschools maintain that a constructivist view of child learning underpins their practice. However, the author's experience in these two settings illustrates how similarities and differences are identified in the scope, focus, implementation strategies and learning outcomes of the activities observed. Reasons for these findings are explored from the perspectives of cultural values and societal beliefs in education of the East and the West, and how the constructivist ideology is espoused in these settings. Implications of this cross-cultural comparison on the issue of 'best practice' in early childhood education are discussed. Copyright © 2008 TACTYC.
Original languageEnglish
Pages (from-to)115-133
JournalEarly Years
Volume28
Issue number2
DOIs
Publication statusPublished - Jul 2008

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Hong Kong
Preschool Children
preschool child
cultural studies
Canada
Learning
Cross-Cultural Comparison
learning
Education
intercultural comparison
educational practice
Practice Guidelines
best practice
Values
education
ideology
literacy
childhood
experience

Citation

Wong, M. N. C. (2008). How preschool children learn in Hong Kong and Canada: A cross-cultural study. Early Years, 28(2), 115-133.

Keywords

  • Sociocultural beliefs
  • East/West
  • Constructivist pedagogy
  • Literacy learning