Policy into practice in Hong Kong pre-primary kindergartens: The impact of a reform agenda viewing early childhood as the foundation for lifelong learning

Nicola Jill YELLAND, Wai Man Vivienne LEUNG

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to illustrate the ways in which policy and guidelines are enacted and how they appear to reflect all the attributes of the reform movement that have adopted contemporary ideas from the international educational arena. We highlight the interpretations and enactments of these new educational imperatives in a system that has a long history of different cultural pedagogical traditions that often do not resonate with western pedagogical approaches. Copyright © 2016 TACTYC.
Original languageEnglish
Pages (from-to)102-117
JournalEarly Years: An International Research Journal
Volume38
Issue number1
Early online dateSep 2016
DOIs
Publication statusPublished - 2018

Citation

Yelland, N. J., & Leung, W. M. V. (2018). Policy into practice in Hong Kong pre-primary kindergartens: The impact of a reform agenda viewing early childhood as the foundation for lifelong learning. Early Years: An International Research Journal, 38(1), 102-117. doi: 10.1080/09575146.2016.1234433

Keywords

  • Hong Kong
  • Preschool
  • Curriculum
  • Pedagogies
  • Early childhood policy

Fingerprint Dive into the research topics of 'Policy into practice in Hong Kong pre-primary kindergartens: The impact of a reform agenda viewing early childhood as the foundation for lifelong learning'. Together they form a unique fingerprint.