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Facilitating Hong Kong Kindergarten Teachers' Perceptions of Enactment of Play-Based Learning for Whole-Child Development: The Potential of Personal and Organizational Enablers
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Hongbiao Yin; Alan Chi Keung Cheung; Winnie Wing Yi Tam; Elaine Lau – Early Education and Development, 2024
While play-based learning is important for a high quality early education, only when teachers are confident and competent in enacting play-based learning in their everyday practice are expected benefits of play-based learning for whole-child development realized. A sample of 592 early childhood educators who assumed different job titles in Hong…
Descriptors: Play, Early Childhood Education, Child Development, Preschool Teachers
Classrooms Are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology
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Justice, Laura M.; Jiang, Hui; Sun, Jing; Lin, Tzu-Jung; Purtell, Kelly; Ansari, Arya; Helsabeck, Nathan – Early Education and Development, 2023
Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in…
Descriptors: Classroom Environment, Kindergarten, Preschool Education, Measurement Techniques
Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities
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Li, Hui – Early Education and Development, 2006
This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT…
Descriptors: Teaching Methods, Foreign Countries, Questionnaires, Learning Processes