Keywords early childhood education curriculum, Tylerian perspective, Schwab's curricular "commonplaces", critical perspectives 29

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1 Hong Kong Teachers Centre JournalVol. 7 Hong Kong Teachers Centre 2008!"#$%&'()*+,- A critical review of curriculum documents of early childhood education in Hong Kong!"#$!%&' Abstract Early childhood education has long been recognised globally and locally as significant in laying the foundations for lifelong learning and all-round personal development. The same recognition is prominent in the education reform proposals of Hong Kong. To facilitate kindergarten teachers to design quality curricula, several government bodies issued curriculum related documents to serve teachers as guidelines. A study of these government-published materials reveals a degree of consistency among them in terms of what the government expects of the kindergarten curriculum, despite the fact that their publication spans the two decades 1984 to This paper, divided into two parts, attempts to analyse the aforementioned documents from three broad, multiple curriculum perspectives. The first part will cover the categories and questions inherent in a Tylerian perspective. The second part will cover the notion of Schwab's practical perspective and associated curricular "commonplaces" (teacher, student, subject matter and milieus) (Reid, 2006), which address related pedagogical questions such as what, when, how, why, to whom, and by whom (Heydon & Wang, 2006). Finally, we shall offer some comments from critical perspectives. 28

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11 ! Burman, E. (1994). Deconstructing developmentally psychology. London: Routledge. Chan, L. K. S., & Chan, L. (2003). Early childhood education in Hong Kong and its challenges. Early Child Development and Care, 173(1),

12 Cheng, K. M. (1995). The neglected dimension: Cultural comparison in educational administration. In K. C. Wong & K. M. Cheng (Eds.), Educational leadership and change: An international perspective. Hong Kong: Hong Kong University Press. Cheung, K. C. (2006). Educating pre-primary teachers to teach for multiple intelligences. New Horizons in Education, 53, Copple, C. (2006). Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Washington, DC: national Association for the Education of Young Children. DeVries, R. (2002). Play in the early education curriculum: Four interpretations. In R. DeVries, B. Zan, C. Hilderbrandt, R. Edmiaston, & C. Sales (Eds.), Developing constructivist early childhood curriculum: Practical principles and activities (pp ). New York: Teachers College Press. Dijkstra, S. (2004). The integration of curriculum design, instructional design, and media choice. In N. M. Seel & S. Dijkstra (Eds.), Curriculum, plans, and processes in instructional design: International perspectives, New Jersey: Lawrence Erlbaum Associates, Publishers Drummond, M. J. (2003). Whatever next? Future trends in early years education. In D. Whitehead (Ed.), Teaching and learning in the early years (2 nd ed.), London and New York: RoutledgeFalmer. Ede, A. (2006). Scripted curriculum: Is it a prescription for success? Childhood Education, 83(1), Fromm, E. (1976). To have or to be? London: Jonathan Cape. Grieshaber, S. (2006). Yesterday, today, tomorrow: Globalization and early childhood education in Hong Kong. Hong Kong Journal of Early Childhood, 5(2), Heydon, R. M., & Wang, P. W. (2006). Curricular ethics in early childhood education programming: A challenge to the Ontario Kindergarten program. McGill Journal of Education, 41(1), Hsieh, M. F. (2004). Teaching practices in Taiwan's education for young children: Complexity and ambiguity of developmentally appropriate practices and/or developmentally inappropriate practices. Contemporary Issues in Early Childhood, 5(3), Jungck, S., & Marshall, J. D. (1992). Curricular perspectives on one great debate. In S. Kessler & B. B. Swadener (Eds.), Reconceptualizing the early childhood curriculum: Beginning the dialogue, New York: Teachers College Press. Kennedy, K. J., & Lee, J. C. K. (2008). The changing roles of schools in Asian societies: Schools for the knowledge society. London/New York: Routledge. Kieff, J. E., & Casbergue, R. M. (2000). Playful learning and teaching: Integrating play into preschool and primary programs. Toronto: Allyn and Bacon. Lee, J. C. K. & Dimmock, C. (1998). Curriculum management in secondary schools during political transition: a Hong Kong perspective. Curriculum Studies, 6(1), Li, Y. L. (2001). Curriculum management and teaching practice of kindergarten Teachers in Hong Kong. Education, 3 (13),

13 Li, Y. L. (2003). What makes a good kindergarten teacher? A pilot interview study in Hong Kong. Early Child Development and Care, 173(1), Li, Y. L. (2004). The culture of teaching in the midst of Western influence: The case of Hong Kong kindergartens. Contemporary Issues in Early Childhood, 5(3), Matthews, D., & Menna, R. (2003). Solving problems together: Parent/school/community collaboration at a time of educational and social change. Education Canada, 43(1), Melhuish, E., & Petrogiannis, K. (2006). Introducing international perspectives on early childhood care and education. In E. Melhuish & K. Petrogiannis (Eds.), Early childhood care and education: International perspectives, 1-5. London/New York: Routledge. National Association for the Education of Young Children. (2005). NAEYC early childhood programme standards and accreditation criteria: The mark of quality in early childhood education. Washington, DC: National Association for the Education of Young Children. Reid, W. A. (2006). The pursuit of curriculum: Schooling and the public interest [edited with an introduction and postscript by J.W. Null]. Greenwich, Connecticut: Information Age Publishing. Ritchie, S., & Willer, B. (2005). Curriculum: A guide to the NAEYC early childhood programme standard and related accreditation criteria. Washington, DC: National Association for the Education of Young Children. Spodek, B., & Saracho, O. N. (2003). "On the shoulders of giants": Exploring the traditions of early childhood education. Early Childhood Education Journal, 31(1), Walsh, D. J. (2005). Developmental theory and early childhood education: Necessary but not sufficient. In N. Yelland (Ed), Critical issues in early childhood education, New York: Open University Press. Wood, E. (2004). A new paradigm war? The impact of national curriculum policies on early childhood teachers' thinking and classroom practice. Teaching and Teacher Education, 20, Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum (2 nd ed.). (ERIC Document Reproduction Service No. ED ) Woodhead, M. (2002). Work, play and learning in the lives of young children. In L. Miller, R. Drury, & R. Campbell (Eds.), Exploring early years education and care, London: David Fulton Publishers. Yelland, N., & Kilderry, A. (2005a). Against the tide: New ways in early childhood education. In N. Yelland (Ed.), Critical issues in early childhood education, New York: Open University Press. Yelland, N., & Kilderry, A. (2005b). Postmodernism, passion and potential for future childhoods. In N. Yelland (Ed.), Critical issues in early childhood education, New York: Open University Press. 40

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Hong Kong Teachers Centre JournalVol. 8 Hong Kong Teachers Centre 2009!"#$%&'()*+,-./0 Review and reflection on the senior middle school Chinese language curriculum standard in mainland China!"#$ Abstract