What Hong Kong teachers and parents think about thinking

Mei Yung Hazel LAM, Swee Eng Audrey LIM, Jung Chen Jenny MA, Leah D. ADAMS

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Thinking skills are critically important for later success in school. However, teachers and parents may have different perceptions of what constitutes thinking skills and the extent to which thinking skills should be taught in the classroom. Their views on their respective roles in fostering thinking skills may also differ. Such disagreements about both pedagogy and curriculum reflect differences in beliefs concerning the value of thinking skills. A survey questionnaire was administered to forty teachers and forty parents of Hong Kong preschoolers. Teachers and parents revealed their ideas about: (1) what constitutes thinking skills; (2) their perceptions on the importance of thinking skills in the lives of children, within and outside the classroom, for the present and in the future; (3) what strategies they employ to foster thinking skills in young children; and (4) their perceived roles in facilitating thinking skills. Whether from teachers or parents, the responses revealed the need for more adult understanding and support for children's thinking as a process. Responses were analyzed according to the coding system developed by Leah Adams. Implications for teacher and parent education are discussed. Copyright © 2003 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)147-158
JournalEarly Child Development and Care
Volume173
Issue number1
DOIs
Publication statusPublished - Mar 2003

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Hong Kong
Parents
Thinking
Foster Home Care
Curriculum
Teaching

Citation

Lam Lam, M.-Y., Lim, S. E., Ma, J. C., & Adams, L. D. (2003). What Hong Kong teachers and parents think about thinking. Early Child Development and Care, 173(1), 147-158.

Keywords

  • Thinking
  • Parent and teacher perceptions