Early Childhood Curriculum Change in Hong Kong - Literature review Example

Early childhood curriculum change in Hong Kong: A comparative study with the United Kingdom Affiliation Early Childhood Curriculum Change in Hong Kong Introduction Early childhood schooling is considered a core ingredient in the development of young minds for prosperity in their later y­­­­­­­­­­­­­­­­­­­­­­­ears. It is, therefore, incumbent upon each nation in the world to have an early childhood curriculum that fosters proper growth and development in children during their formative years. Countries around the world differ greatly in the way they handle their early childhood education. Countries animate different curricula for early childhood education that are dependent upon the values, skills, beliefs, and creeds they would wish to instil in their younger generation. Some of the early childhood curricula implemented in most countries have gaps that need to be filled, and, therefore, it is essential for countries to benchmark themselves against other countries’ systems. Benchmarking will allow these countries to borrow beneficial best practices and apply them in their Early Childhood Education curriculum to improve the outputs of their systems. A good early childhood curriculum ensures that children are well prepared for learning in later stages. Curriculum changes have been a central part of early childhood education both in Hong Kong and in the United Kingdom. In the 19th and 20th centuries, the governments of the United Kingdom and Hong Kong did not lay much emphasis on early childhood education. Most of the training in early childhood education was carried out by independent individuals like nannies. There was no particular curriculum that was used for purposes of preparing young children. During the late 20th century, both Hong Kong and United Kingdom governments started playing active roles in terms of curriculum delivery to children. This new stance was taken as a result of the realization of the importance of early childhood education to children. With the new paradigm, curricula were rolled out to guide early childhood education and also make it as productive as possible to the young children. This research paper will examine early childhood education curriculum in Hong Kong, compare it with that in the United Kingdom, and then delve into the ways in which Hong Kong may integrate some aspects of the United Kingdom Early Childhood Curriculum into its curriculum to make it better. Literature Review This segment shall look at the changes that have been part of the early childhood curricula in Hong Kong and the United Kingdom. One salient thing that stands out is how societal needs and the outcry of stakeholders have been instrumental in the changes implemented in these curricula. Additionally, the concerns of stakeholders as well as the society have ensured that both governments, in the long run, have come to appreciate the importance of early childhood education. Hong Kong According to Cheng, (2010), Hong Kong education system has often been a blend of British and Chinese school systems. The British colonized China and established schools that embodied the British curriculum. The British were also responsible for a wide range of policy contributions that acted as a stepping stone for the development of meaningful early childhood curriculum. In 1965, a new legislation was hatched in Hong Kong that emphasized a compulsory six-year primary education. Despite this shift, pre-primary education was still overlooked. The Hong Kong government had for long maintained a hands-off approach when it came to early childhood education. In 1971, the government established the Education Ordinance that was meant for all levels of education, from preschool to secondary school. The Ordinance provided legal guidelines focusing on issues of staff, inspection, and premises. Despite the creation of the mandate, the importance of early childhood education was still not given the emphasis it requires. The government still did not appreciate the value of early childhood education. In 1981, the government produced a White Paper on Primary Education and Pre-primary Services, owing to pressure from stakeholders involved as well as the general public. This move represented a more focused approach from the government to take charge of early years education. The white paper focused on issues such as; structure and standard of services, financial assistance for low-income families with children in pre-school. The report also laid emphasis on the training of preschool teachers as before 1980 training in early education was offered by novices and untrained teachers. These stipulations by the policy were nevertheless, undermined by limited finance available to the government. In 1982, a board of visiting specialists did a general review of Hong Kong. However, the findings of the panel were not fully supported by all stakeholders. In 1986, the Education Committee report No. 2 questioned the relevance of Early childhood education by arguing that, “its impact was only short-term and therefore not deserving of aided-sector status” (Pearson and Rao, 2006). However, the commission fronted recommendations for improvements in Early Childhood Education teacher training as well as a fee assistance scheme. Despite the making of these recommendations, no significant steps were made towards statutory staffing needs and financial systems due to the scepticism that still existed. Since the 1990s, the government has elevated its support for early childhood education and care in Hong Kong. By 1998, 38.4 percent of kindergarten teachers had received QKT training (Pearson and Rao, 2006). The figure has continued to rise, with a percentage of 86.5 having received training by 2004. The government has also enjoyed significant achievements such as the introduction of a quality assurance guideline to ensure a considerable quality of early years education (Pearson and Rao, 2006). These guidelines cover management and organization, learning and teaching, support to children and school culture, and children’s development. Weight is also placed on the supervising of school programs by external school inspectors and early childhood experts. Other reforms were further carried out in 2002, which shifted the focus of schools from teaching to learning. These new reforms of 2002 were based on constructivist theories of learning. Constructivist theories view learning in different facets, which are; “Learning is the active construction of knowledge by the learner, learning is a process achieved through learning experiences, similar learning experiences may lead to the creation of different kinds of knowledge, learning is for understanding, understanding is demonstrated by the effective application of constructed knowledge, effective learning experiences often require integration of knowledge, learning is best in real-life experiences with actual effects, learning is a social action best achieved in groups, and that human learning is motivated by a sense of improvement” (Cheng, 2010, p. 102). Basing the education of children on constructivist backgrounds enables the children to be given an education consistent with their strengths and weaknesses. This kind of education leads to the development of immense creativity in children, making learning an enjoyable process. Education in Hong Kong is meant to develop creative and critical thinkers capable of self-direction. The stakeholders of education in the country are also interested in good education. Furthermore, the education system is not geared towards creating manpower for Hong Kong’s busy and dynamic workforce but towards designing proper learning paths for students. The students interests are held in high regard, based on constructivism in which the curriculum is based. The education system has also focused on the use of ICT technology that makes learning much more productive and enjoyable to the learners (Kennedy, 2005). Parents in Hong Kong have always had very high expectations of their children’s education. They demand an education that is up to date with the trends in the modern world. The expectations of these parents have been essential in fuelling educational reforms in the country (Cheng, 101). Parents were interested in an education system that was not solely inclined towards the rote learning and regurgitation of knowledge. They wanted creativity acculturated in their kids. They wanted their children to be trained to be problem solvers by the application of modern teaching methods. United Kingdom Historically, in the United Kingdom, there has been little or no government intervention in the curriculum of early childhood education (Kwon, 2002). Government intervention commenced recently in attempts to raise standards and improve the quality of early childhood education. The government specified the outputs for early childhood education with the onset of the early learning goals policy crafted in 2000. Specification of these outputs led to the ability of the education to attain the goals it was meant to achieve by the curriculum. In 1870, the Education Act was passed in the United Kingdom that insisted on compulsory education for children. This act went a long way in fostering the importance of the early childhood education. Even though the importance was emphasized, the provision of early childhood education services was still done by untrained practitioners. By the 1960s after the Second World War, family sizes declined and most nursery schools closed down hence reducing opportunities for children to play with other children, a case worsened by the Great Depression of the 1970s and 1980s (Kwon, 2002). In 1990, two reports were released that emphasized the importance of early childhood education, these were; the Rumbold Report - Starting with quality and Royal society of Arts Report – Start Straight. The Rumbold Report advocated a curriculum grounded on eight areas of learning which were: human and social; language and literacy; mathematics; physical; science; spiritual and moral; and technology (Kwon, 2002). The Royal Society of Arts Report recommended that high quality provision – appropriate early curriculum; selection, training, and continuity of staff; high staff to children ratios; building and equipment for early learning; and a partnership role for parents - be made available to 3 and 4-year olds as it had been proved that high-quality early education leads to lasting cognitive and social benefits in children (Kwon, 2002, p. 4). A Nursery voucher scheme was then developed in England in 1996 by the conservative government that defined a set of directives for pre-statutory settings, referred to as Desirable Outcomes for Children’s Learning on Entering Compulsory Education. With the advent of these guidelines, early childhood became escalated to a national policy agenda. The voucher system allowed parents to use vouchers worth £ 1,100 per child for up to three terms for their 4-year-old children in whichever form of preschool provision. The preschool provision that was chosen had to show they were moving the children towards Desirable Outcomes as stated by the curriculum. These desirable outcomes included emphasis on early literacy, numeracy, and the development of personal and social skills (Kwon, 2002). In 1997, the labour government abolished the voucher scheme by setting up their plans for early childhood education. The focus of the labour government was on the amelioration of standards and funding for early years education. The new government provided direct funding for preschool institutions for part-time places for both 3-year and 4-year-old children. The receipt of the funding was now dependent on the fulfilment of government inspection requirements set forth in the new framework of Early Learning Goals (Kwon, 2002) The changes in the United Kingdom’s early childhood curriculum have played a significant role in increasing the access of learners to quality early childhood education. Furthermore, the quality of early childhood curriculum has been improved based on the high-quality staff and curriculum on which the system is dependent. The curriculum is based on learner-centred teaching that takes every student as an individual with unique needs. The insistence on learner-centred methods is meant to make children experience a learning path that espouses their talents and competencies. Discussion Comparisons between Hong Kong’s Pre-primary Guide (PPG) and United Kingdom’s Early Years Foundation Stage (EYFS) Curricula The Early Years Foundation Stage (EYFS) curriculum animated in the United Kingdom and the Pre-Primary Guide (PPG) curriculum practiced in Hong Kong are all aimed at providing the best platform for young children less than 6 years to develop and grow into formidable children once they go beyond early childhood education. These two governments value the education of their young as it sets the pace for successful future learning. Both curricula possess a lot in general. All the two curricula pay great attention to developmental goals as a guide for educating children. The developmental goals for the EYFS encompass: personal, social, and emotional development; communication, language, and literacy; problem solving, reasoning, and literacy; Knowledge and understanding of the world; physical development; and creative development (Department for Education, 2012). The PPG, on the other hand, identifies four levels of developmental goals. These standards include: physical development; cognitive and language development; affective and social development; and aesthetic development. In both the EYFS and PPG, physical development is hugely emphasized as one the ways of helping children achieve all round development. Both curricula see play as an essential ingredient in the active development of a child. In this regard, practitioners in Early Childhood education in both curricula are expected to provide the children with useful opportunities for physical development. EYFS and PPG also emphasize on cognitive and language development. Language acquisition allows the child to communicate effectively thus accelerating the speed at which the child acquires and constructs knowledge. The quicker a child can acquire knowledge based on their mastery of language, the easier it is for the child to be successful in the latter stages of learning. EYFS and PPG are designed around the principles of constructivist learning theories to guide the instructional process. Both curricula agree that each child is unique in their own right, and, therefore, there is a need to tailor instruction to fit the needs of each learner. Practitioners are trained on how to apply constructivist theories to teaching and learning in order to develop learners’ cognitive abilities. The principles of constructivist learning also allow children to develop a sense of responsibility for their own learning and as a result learners have a high propensity to develop good leadership skills. Both curricula insist on the incorporation of play as a learning strategy. The rationale for the inclusion of play revolves around the physical development of children through play activities. Additionally, play enables children to develop wholesomely on the other facets of development. These facets are social development and emotional development. Play also helps the child to build confidence that is essential for success in learning tasks. Finally, play is also important towards instilling good health in children which makes learning enjoyable. Both curricula also emphasize the significance of a good environment in the actualization of the stipulations of the curriculum. The EYFS, for instance, has strict mechanisms to vet whether the environment in which the curriculum is implemented is safe for the children. In addition, the environment must also have enough outdoor space that is sufficient enough for the children to play (Department for Education, 2012). The PPG also emphasizes the need to have ample space full of objects that appeal to all senses of the students. This kind of environment maximizes the retention of knowledge constructed by the learners as they get the knowledge through different senses (Bureau, 2006, p.56). EYFS and PPG grant autonomy to practitioners in terms of the design of learning experiences. Practitioners are allowed to adjust the curriculum on a need basis, for example, bearing in mind the differences in learners. Autonomy is also granted in terms of the choice of teaching and learning resources to be used in class. Practitioners are expected to use materials that maximize the achievement of the children in learning tasks. However, even with autonomy granted, there are still checks and balances that vet whether the curriculum set forth to guide early education is being animated. EYFS and PPG are also similar in that the curricula explicitly identify subjects to be taught in school for the achievement of the curriculum objectives. In Hong Kong, the subjects to be taught include; physical fitness and health, language, early mathematics, science and technology, self and society, as well as the arts (Bureau, 2006). In the United Kingdom, the curriculum stipulates the following areas of learning: communication and language; physical development; personal, social, and emotional development; literacy, mathematics; understanding the world; and expressive arts and design. It is important to bear in mind that the subject matter taught to the children in early education reflects the societal values in both countries. Evaluation of EYFS and PPG Curricula using Tyler’s Model Tyler’s model of curriculum evaluation examines four areas when it comes to curriculum evaluation. These four areas are; establishment of goals or objectives, statement of objectives in behavioural terms (outcomes), measuring aspects of student performance at the completion of teaching, and then comparing test results with the behavioural objectives (outcomes). Tyler considers evaluation as a continuous process. Additionally, feedback may lead to a redefinition of goals. The goals are sourced from three areas; the student, the society, and the subject matter. It is imperative for the objectives to be clear since vague objectives are not useful if the evaluation is dependent on the level to which objectives are achieved (Brady and Kennedy, 2013, p.209 - 210). Hong Kong’s PPG Establishment of goals and objectives. The goals for Hong Kong education were established in collaboration with all the stakeholders. The Hong Kong society identified the goals they needed their children’s education to achieve. This was done in collaboration with the government as well as educationists. Objectives. To nurture children to attain all round development in the domains of ethics, intellect, physique, social skills and aesthetics, and to develop good habits so as to prepare them for life; and to stimulate children’s interest in learning and cultivate in them positive learning attitudes, in order to allow the foundation for their future learning. Measurement of aspects of students’ achievement. Assessment should measure both learning and development in children. In this respect, the assessment should focus on; physical development, cognitive and language development, affective and social development, and aesthetic development. Comparison of test results. The achievement of test results in all the facets is then done to help establish the success of the program. This assessment is done through reports designed by all stakeholders. United Kingdom’s EYFS Establishment of goals and objectives. The goals for the United Kingdom education were established as a result of collaboration between practitioners, parents, educationists, and the government. The key concern was to develop a curriculum that ensures high-quality education is administered to children in order to prepare them for learning in later years. Objectives. To provide quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; to provide a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; to provide a partnership working between practitioners and with parents and/or carers; and to provide equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported (Department for Education, 2012, p. 3). Measurement of aspects of students’ achievement. Assessment should be structured around the goals established by the curriculum. These goals include both welfare goals, as well as developmental goals. Comparison of test results. The achievement of test results in all the facets is then done to help establish the success of the program. Test results are yielded from the measurement of specific goals that encompass aesthetics, language development, and mathematics among others. The test results are presented by all stakeholders responsible for training of the children. Implications of Curricula of Hong Kong and UK to teaching and learning The Early Childhood Education curriculum of Hong Kong is good in its own right even though it can still borrow a lot from the curriculum of the United Kingdom. There are several facets of best practices that Hong Kong can adopt from the UK curriculum. These best practices vary from administration to content delivery. The Hong Kong curriculum should adopt a system that incorporates several stakeholders in monitoring the progress of the children. In the UK, all persons who handle young children are expected to be accountable for their development and give their feedback. This kind of feedback gives the government an opportunity to evaluate the success of the system in play. Also, based on the fact that parents in Hong Kong are busy, having other feedback systems is essential to the successful animation of the system. Hong Kong has its curriculum majorly biased towards the academic development of her children. A bulk of the time expended by children is focused on them learning several languages as well as a myriad of subjects that stand in the way of their success in other facets of their development. When these children at such tender ages are bombarded with a flurry of subjects to study, they get confused, and hence they do not yield the success required of them at these formative stages. It is, therefore, necessary for Hong Kong to decrease the number of subjects studied by the children at the basic level so as to aid the children’s development in other realms of their development. The Hong Kong curriculum should also increase the amount of time spent by children in play so as to improve aspects of their sociological development. The PPG curriculum emphasizes the provision of adequate learning space and not playing space as the EYFS demands. The EYFS has also defined the amount of space required for every cohort of children. For instance, children below two years should have 3.5m2 of space, two-year-olds 2.5m2 while three to five-year-olds should have 2.3m2 of space (Department for Education, 2012). In addition to learning space, playing space should also be increased so that children can have adequate space to play. More play strengthens not only the children physically but also aids in ameliorating their confidence. Play also improves creativity in children as it allows them to express themselves without fear. The EYFS curriculum has placed emphasis on training and vetting of suitable staff to take a lead in the implementation. In addition, adequate checks are in place for the quality of the environment in which the children are handled. This orientation has helped assured the parents that they can be sure their children are receiving high-quality education regardless of the institution they choose to take them. In this respect, the PPG also needs to put in place several checks and balances in terms of practitioners and facilities that can assure parents of quality education of their children. These checks need to be blended with adequate legal frameworks to guarantee their successful implementation. Conclusion In a nutshell, this research paper has broken down the curricula used by Hong Kong and the United Kingdom towards the education of their children. These curricula have been the culmination of a long period of research as well as the incorporation of all stakeholders involved. In Hong Kong, the Pre-Primary Guide (PPG) curriculum of 2006 is used while in the United Kingdom, the Early Years Foundation Stage (EYFS) curriculum is used. Each of these two curricula emphasizes the teaching of different subjects to their children. The subjects taught range from language development, mathematics education, aesthetics, to the arts. Each of the subjects taught has a particular objective to achieve, which is often explicitly stated in the curriculum. Additionally, both curricula have explicit developmental goals to achieve. The EYFS presents some best practices that can be adopted and integrated into the PPG curriculum. Key among these best practices is the centrality of security of the children in the early childhood curriculum. Providers are expected to ensure the security as well as the safety of the children as they attend the institution. Play is another best practice of the EYFS curriculum that should be adopted by the PPG as it is central to the emotional and social development of the children. Proper training and vetting of practitioners is also a hallmark of the UK system. Even though Hong Kong has a vetting system, the UK system of vetting is set in such a way that it is carried out by multiple personnel. Both the PPG and EYFS fit into the Tyler model of curriculum evaluation. The curricula have clear structures via which goals of early years education are determined. These goals are established in collaboration with all stakeholders involved. The goals cover both welfare and developmental facets of children. Assessment of the achievement of goals set in the curriculum is done across the board by all stakeholders involved in early childhood education. References Brady, L., & Kennedy, K. (2013). Curriculum construction. Pearson Higher Education AU. Bruce, T. (2011). Early childhood education. Hachette UK. Bottom of Form Bureau, E. (2006). Guide to the Pre-primary Curriculum. Hong Kong: Government Printing Department. Cheng, K. M. (2010). Shanghai and Hong Kong: Two distinct examples of education reform in China.Organisation for Economic Co-operation and Development, Strong performers and successful performers in education: Lessons from PISA for the United States, 83-115. Department for Education. (2012). Statutory Framework for the Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for Children from Birth to Five. Department for Education. Early Education. (n.d.). Retrieved April 26, 2015, from https://www.early-education.org.uk/about-us Kennedy, K. J. (2005). Changing schools for changing times: New directions for the school curriculum in Hong Kong. Hong Kong: Chinese Univ. Press. Kwon, Y. I. (2002). Changing Curriculum for Early Childhood Education in England. Early Childhood Research & Practice, 4(2), n2. Overview of Kindergarten Education in Hong Kong. (n.d.). Retrieved April 26, 2015, from http://www.edb.gov.hk/en/edu-system/preprimary-kindergarten/overview/index.html Pearson, E., & Rao, N. (2006, August 15). Early childhood education policy reform in Hong Kong: Challenges in effecting change in practices. Retrieved April 27, 2015, from http://www.freepatentsonline.com/article/Childhood-Education/150695596.html Read More