The reflective experiences on the implementation of outcomes-based learning in early childhood education

Outcomes-based Learning (OBL) is a contemporary "Curriculum Approach" for territary education as highly advocated by the Universities Grant Committee (UGC), HKSAR. The Hong Kong Institute has been encouraging its academic staff to conduct the pilot implementation of such approach since 2009. The purposes of this paper are two- folded: firstly, to reflect personal experiences on the implementation of the OBL in the course of Promoting Children's physical Wellbeing for pre-service students BEd(Hons) in Early Childhood Education; and Secondly, to draw reflective recommendations on the conduct of OBL in the course. Through the reflection on personal experiences, the course tutor has gone through three stages of growth and development during the implementation (five months), namely: cognitive, associate and autonomous stage. The stages involved an in-depth reflective process between the course tutor and his mentor. Also, the stages have reflected the interactive experiences among tutor and his students. Based on tutor's personal practical knowledge (Connelly & Clandinin, 1988) and personal experience on OBL try-out in the course, both formal and informal course evaluation from students, the course tutor has found that a successful OBL may capture the features of: an acceptance of a new curriculum approach from tutor; a good relationship between mentor and mentee; a specific professional support and guidance from an experienced mentor; a thorough personal understanding of OBL; a clear introduction and requirements of OBL-course to students; as well as a continuous reflection during the whole process. It is affirmed that such a "change" in curriculum approach—-the OBL has made a "difference" to promote students' learning meaningfully and to enhance tutor's teaching professionally.