Abstract
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 language | English |
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Pages (from-to) | 141-157 |
Journal | International Journal of Children's Spirituality |
Volume | 27 |
Issue number | 3-4 |
Early online date | 22 Apr 2022 |
DOIs | |
Publication status | Published - 2022 |
Citation
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.2022.2066067Keywords
- Spiritual well-being
- Holistic education
- Early childhood
- Kindergarten teachers
- PG student publication