Culturally Situated Pedagogies in Hong Kong Kindergartens

Towards Glocalization
Herausgegeben:Bautista, Alfredo

• Gebundenes Buch

Produktbeschreibung

This open access book focuses on how to design, implement, and evaluate culturally situated pedagogies in Hong Kong kindergartens, aligned with traditional expectations, values, and norms in Asian societies. The book provides concise, accessible, yet rigorous conceptual and theoretical explanations to underpin and justify teachers pedagogical choices in kindergarten classrooms. The chapters examine the importance of the various learning areas included in the curriculum framework, discussing specific learning objectives, teaching methodologies, appropriate strategies for curriculum integration, and examples of class activities. Moreover, the chapters suggest practical tips for practitioners (from teachers to principals), teacher educators, and curriculum designers in Hong Kong and other societies with similar socio-cultural characteristics, such as Mainland China, Taiwan, Singapore, Japan, and Korea.

Produktdetails

• Curriculum and School Development in Asia 3
• Verlag: Springer / Springer Nature Singapore / Springer, Berlin / The Education University of Hong Kong
• Artikelnr. des Verlages: 978-981-95-0280-6
• Seitenzahl: 234
• Erscheinungstermin: 10. Januar 2026
• Englisch
• Abmessung: 235mm x 155mm
• ISBN-13: 9789819502806
• ISBN-10: 9819502802
• Artikelnr.: 74921296

Autorenporträt

Dr. Alfredo Bautista is associate professor and associate head of the Department of Early Childhood Education at The Education University of Hong Kong. He has conducted educational research in countries around the world (Spain, United States, Canada, Singapore, Hong Kong SAR China). Dr. Bautista currently leads several research and development projects focusing on early childhood education curriculum, pedagogy, teacher education and professional development. Much of this prior research work has focused on music and arts education, creativity, and play.

Inhaltsangabe

1. Culturally situated pedagogies in Hong Kong early childhood education.- 2. Early childhood education in Hong Kong: A critical review from the historical and cultural perspectives.- 3. A cultural perspective on Hong Kong s kindergarten education curriculum: What s next?.- 4. The thematic approach in Hong Kong kindergartens: Development, implementation, and hybridisation.- 5. Implementing the project approach in a Hong Kong kindergarten: A tale of glocalization and hybrid pedagogy as a situated third space in theory and practice.