Kindergarten teachers’ spiritual well-being impacts holistic early childhood education

Tze Kin David NG, John W. FISHER

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)


This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. Copyright © 2022 Informa UK Limited.
Original languageEnglish
Pages (from-to)141-157
JournalInternational Journal of Children's Spirituality
Issue number3-4
Early online date22 Apr 2022
Publication statusPublished - 2022


Ng, D. T. K., & Fisher, J. W. (2022). Kindergarten teachers’ spiritual well-being impacts holistic early childhood education. International Journal of Children's Spirituality, 27(3-4), 141-157. doi: 10.1080/1364436X.2022.2066067


  • Spiritual well-being
  • Holistic education
  • Early childhood
  • Kindergarten teachers
  • PG student publication


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