Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices
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| Title: | Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices |
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| Language: | English |
| Authors: | Pearson, Emma, Rao, Nirmala |
| Source: | Childhood Education. Aug 2006 82(6):363-363. |
| Availability: | Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Cultural Context, Early Childhood Education, Educational Change, Politics of Education, Policy Analysis, Political Attitudes, Social Attitudes, Educational Policy, Educational History, Educational Trends, Performance Factors |
| Geographic Terms: | Hong Kong |
| ISSN: | 0009-4056 |
| Abstract: | The same factors appear to drive early childhood policy in all parts of the world, including the importance accorded to early childhood education, national goals, governments' beliefs about their role in the early care and education of young children, governments' regulations of early childhood services, and the background and characteristics of stakeholders. Early childhood education is also embedded in, and molded by, the social and cultural context in which it occurs. This article highlights the role of both social and political forces in shaping early childhood education policy and practice in Hong Kong. The authors examine the implications of these recent reforms for the early childhood sector. Various challenges faced by stakeholders are also addressed. Perhaps the most significant of these is a clash between traditional and contemporary attitudes towards education, and an underestimation of the potent force of sociopolitical and cultural ideals in shaping beliefs about the nature and outcome of education. |
| Abstractor: | ERIC |
| Number of References: | 27 |
| Entry Date: | 2007 |
| Access URL: | https://www.acei.org |
| Accession Number: | EJ754781 |
| Database: | ERIC |
| Abstract: | The same factors appear to drive early childhood policy in all parts of the world, including the importance accorded to early childhood education, national goals, governments' beliefs about their role in the early care and education of young children, governments' regulations of early childhood services, and the background and characteristics of stakeholders. Early childhood education is also embedded in, and molded by, the social and cultural context in which it occurs. This article highlights the role of both social and political forces in shaping early childhood education policy and practice in Hong Kong. The authors examine the implications of these recent reforms for the early childhood sector. Various challenges faced by stakeholders are also addressed. Perhaps the most significant of these is a clash between traditional and contemporary attitudes towards education, and an underestimation of the potent force of sociopolitical and cultural ideals in shaping beliefs about the nature and outcome of education. |
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| ISSN: | 0009-4056 |
