Hong Kong's Young Children

Hong Kong's Young Children: Their Early Development and Learning

Sylvia Opper
A summarized Chinese translation by Veronica Yeung Wong Wai Yum
Copyright Date: 1996
Pages: 304
https://www.jstor.org/stable/j.ctt2jc2zn
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  • Book Info
    Hong Kong's Young Children
    Book Description:

    Written for local students of early childhood education, kindergarten teachers and child care workers, this book presents a detailed picture of normal early child development in Hong Kong. The information will help the understanding of Chinese children aged between three and six years, and can be used to prepare develop-mentally appropriate learning activities.

    eISBN: 978-988-220-178-1
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-x)
  3. List of Tables
    (pp. xi-xii)
  4. List of Appendices
    (pp. xiii-xvi)
  5. Preface
    (pp. xvii-xix)
  6. Acknowledgements
    (pp. xx-xx)
    Sylvia Opper
  7. 1 Introduction
    (pp. 1-6)

    This chapter is a general introduction to the Preprimary Project (PPP) of the International Association for the Evaluation of Educational Achievement (IEA), its rationale, background, conceptual framework, aims, and methodology. It presents a brief description of the scope and administration of the first phase of a three-phase study into preprimary children, and highlights the major questions raised.

    The period from three to six years is crucial in human development. These are the formative years when children build the foundations for future learning, and are introduced to the values and behaviours of their culture. Experiences and learning during this period have...

  8. 2 Sampling, Instruments, Administration of the Study and Sample Description
    (pp. 7-18)

    This study of child development in Hong Kong preschool children is a national option component of Phase 1 of the IEA Preprimary Project, an international survey into the preschools and families of young children, whose findings have been written up elsewhere (Opper, 1992). Sampling procedures for both the IEA survey and this optional Hong Kong study of child development were more or less identical with respect to target population, sampling methods, sample children, selection of data collectors, and schedule of data collection. The main difference was the instruments: for the survey component this consisted of a questionnaire to parents, whereas...

  9. 3 Motor Development and Health
    (pp. 19-32)

    Parents and early childhood educators in daily contact with young children tend to take early physical and motor development for granted because it occurs naturally, apparently without specific encouragement or facilitation from others. The majority of children reach the physical and motor milestones of the early years according to an observable, predictable sequence. Motor development, or the ability to move around in space and control various body parts, generally proceeds smoothly although there may be variations in pace due to genetic, nutritional or experiential factors. Furthermore, without being told or shown how, young children spontaneously seek out experiences that will...

  10. 4 Personal, Social and Self-Care Development
    (pp. 33-52)

    As with the other aspects of child development selected for this study, personal and social behaviour, or how children feel about themselves and their relationships with others, undergoes a number of changes throughout the preschool period. Children of this age are at the stage of preoperational thinking which is characterized by egocentrism or a focus on personal views and the inability to grasp the perspective of others (Piaget, 1965). Egocentric thinking affects the child’s relationships with other persons. During the preoperational period the child’s social world expands considerably as he moves from the home, with its limited range of social...

  11. 5 Cognitive Development
    (pp. 53-68)

    The early years of life are crucial for many aspects of child development. During this period children begin to master a variety of abilities that form the foundations for subsequent adaptation to the environment. Physical development, discussed in chapter 3, is one major area where young children achieve these fundamental skills. Cognition, or the processes of knowing, thinking, reasoning, and understanding the world, is another equally important area. Since cognitive or intellectual development is not always easy to observe during the early years, caregivers of young children are often not as familiar with the early development of cognition as they...

  12. 6 Language Development
    (pp. 69-82)

    Language is a major human achievement during the first few years of life. Learning to talk is as much a part of natural human development as learning to walk, smile, or think. All persons have an innate capacity to learn language and this capacity is triggered by experiences of the early years (Naremore and Hopper, 1990). The process begins almost from birth and is largely complete by the age of 5-6 years. During this brief period virtually every child acquires an abstract and highly complex system of linguistic structure and use (Lindfors, 1987).

    Language shares a number of common characteristics...

  13. 7 Preacademic Learning
    (pp. 83-104)

    Almost every child in Hong Kong between the ages of 3 to 6 years attends a group education or care setting, either kindergarten or day nursery, for at least part of the day. This high rate of attendance in preschool at such a young age is a clear indication of the importance that parents attribute to early education, which they believe is an important step in preparing young children for primary school. One consequence of this emphasis on early education is a focus on preacademic skills, particularly those of early number, writing and reading, in the preprimary curriculum. In view...

  14. 8 Profiles of Hong Kong Children by Age
    (pp. 105-118)

    The previous five chapters have presented information on Hong Kong children aged 3 through 5 years in five areas of development: motor, which refers to the ability to move about and to control various body parts; personal, social and self-care, which refers to how children feel about themselves, their relationships with others and their ability to take care of their physical needs; cognitive, which refers to the processes of knowing, thinking, reasoning, and understanding the world; language, which refers to the acquisition of a system of symbols that allow persons to understand and communicate with others; and preacademic learning, which...

  15. 9 Other Variables of the Study
    (pp. 119-134)

    The previous six chapters have presented the findings on Hong Kong preschool children as they relate to the variable of age. Additional ANOVA analyses of the findings were carried out according to four variables, gender (boys/girls), type of preschool (day nursery/kindergarten), locality of preschool (Hong Kong Island /Kowloon /New Territories) and time spent in preschool referred to in this study as batch (A/B/C), for the overall sample, at each of the three age levels separately, and for each item. This chapter presents a brief summary of the findings as they relate to these four variables selected for study.

    Are there...

  16. 10 Summary and Conclusions
    (pp. 135-144)

    This chapter presents a summary of the major findings of the study in relation to the research questions raised in the first chapter, namely, what are the effects of age, gender, length of time spent in preschool, type of preschool, and locality, on the development of Hong Kong Chinese children aged 3 to 5? To answer these questions, the effect of each of these five variables was examined in terms of its statistical significance for the overall sample of children for each test of the five developmental areas. In addition, the statistical significance of each variable, except age, was examined...

  17. References
    (pp. 145-148)
  18. Appendices
    (pp. 149-206)
  19. A summarized Chinese translation by Veronica Yeung Wong Wai Yum
    (pp. 207-240)

    國際敎育成就評估協會 International Association for the Evaluation of Educational Achievement (IEA) 的學前敎育研究計劃 Preprimary Project (PPP) 是一個對學前兒童和他們的週遭環境所進行的研究計劃。整個研究計劃共分三期,以龐勳炳 Bronfenbrenner (1979) 的生態學觀點作它的概念架構。龐氏的觀點認為兒童的發展和...

  20. Index
    (pp. 241-242)