Transcript Slide 1
How the Environment Rating
Scales facilitate crosscultural communication in
the early childhood field:
Experiences of Hong Kong
November 4, 2011
NAEYC Annual Conference, Orlando
Dr. Lydia L.S. Chan
([email protected])
Pacific Early Childhood Education
Research Association
YEW CHUNG EDUCATION FOUNDATION
Director: Dr. Betty Chan Po-King
Deputy Director: Ms. Priscilla Yeung
ECE Superintendent: Mrs. Elizabeth Randall
ECE Co-Principals (HK): Ms. Cecilia Kam and Ms. Nicola Weir
PECERA-HK ECERS COMMITTEE
Chairperson: Mrs. Chu Tang Lai-Kuen
(Council of Non-profit Making Organizations for Preprimary Education)
Members:
Dr. Betty Chan Po-King (Yew Chung Education Foundation)
Mrs. Chan Lau Yin-King (The Evangelical Lutheran Church of Hong Kong)
Ms. Lau Yau Lin (Hong Kong Sheng Kung Hui Welfare Council)
Dr. Maria Lee (Vocational Training Council)
Ms. Gloria Leung (Caritas)
Ms. Wendy Leung (Hong Kong Christian Services)
Mrs. Elizabeth Randall (Yew Chung Education Foundation)
Ms. Jannet Wong (Vocational Training Council)
Ms. Mary Wong (Tung Wah Group of Hospitals)
Ms. Priscilla Yeung (Yew Chung Education Foundation)
Our Team
Overview
Hong Kong Educational Context:
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Pre-Primary Education
Government Guidance
Classroom Environment
Parental Demands
A Broad Continuum of ECE Practice
Using the ECERS-R in Hong Kong:
◦ Yew Chung International School
◦ Sheng Kung Hui (Anglican) Welfare Council Child Care Service
◦ Tung Wah Group of Hospitals Nursery Schools
PECERA-HK ECERS-R Pilot Study
Population: 7,102,300 (end of 2010)
A former British colony for over 150 years; now a Special
Administrative Region (SAR) of China:
“One Country, Two Systems”
Over 95% of population are ethnic Chinese, most speak
Cantonese
English is a co-official language alongside Chinese, remains
dominant in Government, business, education, and law
After the 1997 Handover, new language-in-education policy
of “Biliteracy and Trilingualism”
Early bilingual education (or partial immersion) programs
have gained popularity in recent years
HK Educational Context
Pre-Primary education is not compulsory, but almost universal:
over 95% of children (ages 2-6) attend Kindergartens or day
nurseries
Kindergartens serve children aged 3-6, mostly half-day programs.
Teacher to pupil ratio should be 1:15 or lower
All privately run, much variation and little regulation; the PrePrimary Curriculum Guide serves as reference only
Developmental Objectives
Learning Areas
Physical Development
Physical Fitness and Health
Cognitive and Language
Development
Language
Affective and Social Development
Early Mathematics
Aesthetic Development
Science and Technology
Self and Society
Arts
Pre-Primary Education
http://www.edb.gov.hk
The Guide to the Pre-primary Curriculum (2006)
emphasises that early childhood education lays the
foundation for life-long learning and whole person
development. The core value of early childhood education
lies in "child-centredness". Pre-primary institutions should
formulate their curriculum according to the basic principles
of “children’s development” and “children’s learning”.
Children's interests, needs and abilities should be taken
into consideration. They should also create a stimulating
learning environment that facilitates children’s
development of multiple intelligences. Through life
experiences, sensory encounters, exploration and
interesting games, children's holistic development can be
fostered.
Government Guidance
“Kindergartens vary a lot in their scale of operation and the
number of classrooms can range from two to over ten. Most of
them however can create a stimulating learning environment
that caters for children’s life experience and interests, by setting
up different activity centres. For instance, Reading Corner,
Mathematics Corner, Nature Corner, Art and Crafts Corner,
Music Corner, Home Corner etc. These activity centres are all
well equipped with teaching aids to facilitate self-learning”
(http://www.edb.gov.hk)
“Typical” Characteristics of HK ECE Centres:
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Very limited indoor space
Outdoor space is a luxury
Relatively high staff-child ratios
Relatively lowly qualified staff
Strong emphasis on academic development and school-readiness
Mostly large group activities
Schedule tends to be very structured
Stringent health requirements – especially after SARS!
Classroom Environment
E.g. Clean toys properly.
Washable toys should be
cleaned at least daily by
immersing them in 1:99
diluted household bleach
for 30 minutes before
ordinary cleaning.
Unwashable toys should
be wiped regularly (at
least daily) with towels
soaking with 1:99 diluted
household bleach and
wiped dry after rinsing
with water. Toys made of
strong absorbents such as
wool should not be used.
Child rearing in Chinese societies is strongly influenced by Confucian
values, which emphasize academic achievement, effort, and
perseverance: education is regarded as the path to success and financial
gain…During the preschool period impulse control is stressed as it is
widely regarded as a precursor to academic achievement…By the age of
three, preschoolers in Hong Kong are relatively well controlled and well
behaved despite relatively high staff–child ratios and large group sizes
(Rao et al., 2003: 334).
All Kindergartens in Hong Kong are run by the private sector, with little
financial support from the Government, and hence are highly susceptible
to market forces. Very often their curriculum and teaching approaches are
unduly influenced by what they think parents want and are prepared to
pay for. Parents, forced by the system and for pragmatic reasons, often
have to opt for certain Kindergartens in spite of the pressure they know
they are putting their children through. Kindergarten teachers, because of
the relatively low level of qualifications and salaries, are not confident in
their ability to convince parents otherwise (Chan & Chan, 2003: 11)
Parental Demands
Kindergarten A
Traditional
PECERA-HK Member
Organizations
Progressive
Broad Continuum of ECE Practice
Kindergarten A: K3 (age 5) Classroom
Kindergarten A: Roof Playground
PECERA is a non-profit organization dedicated to
disseminating and supporting research in early childhood
education in the Pacific area.
Aims of the HK Chapter:
◦ Develop and provide a platform for exchange of expertise,
sharing of research and dialogue among educators and
professionals working in ECE settings
◦ Provide an academic forum in HK and Pacific region for
development and dissemination of high quality research in ECE
◦ Facilitate cooperation and collaboration among scholars,
researchers and professionals working in ECE
◦ Promote links between research and practice in ECE
◦ Raise the visibility and status of research in ECE in Hong Kong
and the Pacific region
PECERA-HK: Overview
Founded in HK in 1932 by Madam Tsang Chor-Hang
ECE re-introduced in 1970s by Dr. Betty Chan with pioneering
new concepts (e.g. learning through play)
Present ECE Program provides for children aged 6 mths to 4 yrs
Program deeply rooted in Chinese culture, but continuously
examines and adopts contemporary theories and practice from
around the world, seeking to combine the best elements from the
East and West.
Chinese and Western Co-Principals and Co-teachers create a
multicultural and bilingual learning environment for children,
where their active participation, investigations and
experimentation enable them to make sense of the world in which
they live
Strong emphasis on an emergent curriculum and project learning
approach
ECE Programs in HK, Shanghai, Beijing, Chonqing, Qingdao, and
Silicon Valley
Yew Chung International School
Multicultural Staff
“Co-teaching is a significant feature of Yew Chung ECE. The
cohesive and authentic co-teaching starts from co-teacher’s
individual observations of children and then the co-planning,
where the teaching partners (Chinese and Western teacher) plan
together. Because of the different linguistic and cultural
strengths of Chinese and Western teachers, there may be
differences in the understanding of the children in their
classroom. Only when the co-teachers share and discuss on a
regular basis, do they fully understand the needs of the students
and make the best decisions possible through their curriculum
planning and are able to provide authentic co-assessment of the
children”.
“Each teacher takes the lead at different times during the day,
but they are both present in the classroom and interact with the
children for most of the time...The teaching partnership is
encouraged to develop a working relationship which includes
regularly sharing and reflecting upon the outcomes of all teaching
and learning”.
~ Mrs Elizabeth Randall (ECE Superintendent)
Bilingual & Bicultural Co-teaching
Time
Whole day Programme
8:00:8:45
Welcome & Choosing Activities Time
8:45~9:05
Gathering Time (English/Chinese)
9:05~9:35
Outdoor Play
9:35~10:00
Snack
10:00~11:00
Topic Study Activities
Language (English /Chinese), Maths, Creative Arts
11:00~11:25
Putonghua Lesson / Music Movement
11:25:~11:45
Gathering Time (English/Chinese)
11:45
Lunch Time
12:30-2:00
Nap Time
2:00~2:45
2:45~4:05
4:05~4:30
4:30
Outdoor Play / Snack
Focus Activities Time
English / Putonghua / Violin / Music Movement
Gathering Time (English/Chinese)
Going home time
A Typical Day in HK ECE
Co-teachers in Action
Specialist Teachers
Indoor/Outdoor Space
The ECERS-R and ITERS-R have mainly been used for the
professional development of ECE staff
Scales were formally introduced to ECE leaders in HK, China, and
Silicon Valley in 2008, and each campus have been using them to
stimulate professional reflection/discussion, thereby improving
practice
“The ECERS-R and ITERS-R were a wonderful tool to facilitate
discussion, reflection and targeted training in respects to cultural
differences in educational beliefs. It allowed us, as a school, to
discuss how different cultures view, for example, interaction with
children and agree on what YC philosophy believes is good ECE
pedagogy. The ECERS-R provided an opportunity for us to
explain and discuss why we believe our pedagogy is the 'best' for
young children…[the rating scale] really did help in that it gave
our teachers specifics to work with”.
~ Ms Nicky Weir (HK ECE Western Co-Principal)
Using the ECERS-R in YCIS
How could we further enhance
interactions among children? And
also staff-child interactions (not
just supervision)
Meals/snacks as opportunities for
conversation, so staff should be
encouraged to sit with children
Could our classrooms be
made more “homely” with
more soft furnishings?
How could we make
outdoor play more
challenging?
Could the home corner
could be made more
interesting? Does it
always have to be a home
corner?
Importance of sand/water
play – despite local health
and safety concerns
Must all children take
naps?
Some Topics for Discussion
Soft Furnishings
Outdoor Play
Dramatic Play
Interactions among children
Other Changes to the Environment
7 Nursery Schools and 1 Child Care
Centre in HK
Edu-care service from birth to 6 full-time
Day nursery and extension services (e.g. babysitting, meal
service for families in need)
Nursery school also offers integrated program for mentally
disabled children
Aims to “provide a safe and inspiring learning environment for
children to grow holistically (physical, emotional, social, speech
and intellectual aspects); cultivate positive living manner and
attitude by providing suitable teaching and activities. We believe
that:
◦ Every child is unique.
◦ Every child possesses talents that may be different from others, but
just as precious.
◦ Joy is the motivation for learning. Children with joy and confidence
would be willing to learn, and eventually be learning to learn.
HKSKH Welfare Council Child Care Service
Space for privacy – set up a
quiet prayer corner in every
classroom
Art – importance of
individual expression
Dramatic play – added more
resources to the home corner
Inspired by the ECERS-R
Nature/Science Activities
SHK
Math/Number
Activities
SHK
Operates 15 Kindergartens in HK, serving about 2,970 children
from 2;8 – 6 years
Both half-day and full-day services
“Our kindergartens emphasize children's healthy development
during their childhood. Development programmes facilitative to
their language, mathematics, music, arts, physical, emotional and
social growth are conducted.
The curriculum adopted in our kindergartens is student-centred.
Various teaching and learning strategies, including project
approach, whole language teaching, picture book scheme and big
book approach, which are conducive to children's learning
motivation and interest are used in the classroom.
Various activities, such as choir, instrument class, dance class,
art class, tai chi class and marching band, are organized in our
kindergartens to foster young children's self-confidence and
creativity”.
TWGH Nursery Schools
“Our staff in all TWGHs Nursery Schools have been trained
to overview the ECERS-R and using it as tool to evaluate and
improve areas that are related to their respective focus of school
development...
The tool can offer teachers and principals a more objective and
comprehensive tool to find out strength and weakness of the
school. More salient focus can be identified and goals can be
formulated systematically for development of the school. It
emphasizes the significance of environment in fostering growth
and learning of children, and provides concrete yardsticks and
common language for teachers to make decisions and share on
matters related to practice”.
~ Ms Mary Wong (TWGH Service Coordinator)
Using the ECERS-R at TWGH
Blocks
Inspired by the ECERS-R
Nature/Science
Dramatic Play
TWGH
Supervision of children
TWGH
Research Questions:
1. To what extent is the ECERS-R appropriate for assessing quality
in HK Kindergartens?
2. If necessary, how should the scale be amended?
Method: Administering the ECERS-R in 12 ECE Centres (24
classrooms) and seeking expert review of the ECERS-R from local
ECE academics, ECE supervisors/principals
Sample: 7 participating organisations:
◦ Caritas - Pre-school Education & Child Care Service
◦ Evangelical Lutheran Church of HK (ELCHK) - Social Service
◦ HK Christian Service (HKCS)
◦ Tung Wah Group of Hospitals
◦ Yew Chung Education Foundation (YCEF)
◦ Sheng Kung Hui (SKH, i.e. Anglican Church)
◦ Gigamind Education Foundation
PECERA-HK ECERS-R Pilot Study
What is the definition of “free play” in the HK context? Does this
differ substantially from the ECERS-R definition?
What counts as “access” to learning activities/materials? And can
we meet the “at least one hour daily” requirement?
E.g. At least 5 learning areas may be visible in the classroom,
but some areas (e.g. blocks, dramatic play) are rarely accessible
to children due to space constraints (e.g. teacher uses block
area for direct instruction with half the class)
What is the definition of “small groups” in the HK context?
In terms of the “schedule” – what would be considered “too
rigid”?
For “toileting” practices – are we “meeting the individual needs
of children”?
E.g. Do 7 scheduled periods of toileting per day constitute “long
periods of waiting during transitions”?
Food for thought…