Dr TO-CHAN, Sing Pui Tikky   杜陳聲珮
Adjunct Assistant Professor
Department of Early Childhood Education
Phone No: (852) 2948 7599
Fax No: (852) 2948 7160
Email: spto@eduhk.hk
Contact
ORCiD
0000-0001-5918-3794
Phone
(852) 2948 7599
Fax
(852) 2948 7160
Email
spto@eduhk.hk
Scopus ID
35799670700
Research Interest

Language development and learning; Chinese a second language learning; Early childhood curriculum; Early childhood policies

Teaching Interest

Language learning and teaching; Chinese as a second language learning; Reading and writing in young children

External Appointment

1) Member of Centre for Advancement of Chinese Language Education and Research (CACLER) of The University of Hong Kong 2006-present;

2) Hong Kong Delegate of the “World Council for Gifted and Talented Children” (WCGTC) 2007-2009;

3) Member of The University of Hong Kong Constituent Theme Funding of “Language in Education and Assessment” Research Network 2007-2009;

4) External examiner of PHDECE Higher Diploma in Eary Childhood Education, The Open University of Hong Kong 2019-2022;

5) External examiner of PTD38 Higher Diploma in Early Childhood Education, The Open University of Hong Kong 2019-2022;

6) External examiner of the Curriculum and Instruction discipline/specialization, The Open University of Hong Kong 2019-2022;

7) Internal panel of programme accreditation for the Bachelor of Education (honours) in Early Childhood Educaton of Gratia Christian College 2020;

8) Internal panel of programme review for the Higher Diploma in Early Childhood Education of Gratia Christian College 2020;

9) 香港基督教女青年會兒童及家庭服務部義務顧問 2020.

Professional Profile

Adjunct Assistant Professor with 29 years as kindergarten teacher educator in The Education University of Hong Kong (2016-present), The Hong Kong Institute of Education (1995-2016) and Grantham College of Education (1991-1995). Dedicated to enhancing teacher professionalism, and upgrading kindergarten teacher occupation. Collaborated with faculty staff in the development of the Qualified Kindergarten Teacher Education, the Certificate in Kindergarten Education, the Certificate in Early Childhood Education, the Bachelor of Education in Early Childhood Education, and the Diploma in Early Childhood Education. Accomplished projects of curriculum and pedagogy, language learning and teaching, and school-based development support. Currently, actively participated in services and research projects helping children in ethnic minority background better prepared for the mainstream education in the future via learning Chinese as a second language in local kindergartens.

Research Interest

Language development and learning; Chinese a second language learning; Early childhood curriculum; Early childhood policies

Teaching Interest

Language learning and teaching; Chinese as a second language learning; Reading and writing in young children

External Appointment

1) Member of Centre for Advancement of Chinese Language Education and Research (CACLER) of The University of Hong Kong 2006-present;

2) Hong Kong Delegate of the “World Council for Gifted and Talented Children” (WCGTC) 2007-2009;

3) Member of The University of Hong Kong Constituent Theme Funding of “Language in Education and Assessment” Research Network 2007-2009;

4) External examiner of PHDECE Higher Diploma in Eary Childhood Education, The Open University of Hong Kong 2019-2022;

5) External examiner of PTD38 Higher Diploma in Early Childhood Education, The Open University of Hong Kong 2019-2022;

6) External examiner of the Curriculum and Instruction discipline/specialization, The Open University of Hong Kong 2019-2022;

7) Internal panel of programme accreditation for the Bachelor of Education (honours) in Early Childhood Educaton of Gratia Christian College 2020;

8) Internal panel of programme review for the Higher Diploma in Early Childhood Education of Gratia Christian College 2020;

9) 香港基督教女青年會兒童及家庭服務部義務顧問 2020.

Selected Output

Scholarly Books, Monographs and Chapters
李黛娜、陈声佩和谢锡金(2017):幼儿综合高效识字法的实践,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(74-120),中國,华东师范大学出版社。
谢锡金、李黛娜、陈声佩和罗杰莹(2017):识字教学的成效:评估结果及分析,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(147-166),中國,华东师范大学出版社。
谢锡金、李黛娜和陈声佩(2017):幼儿综合高效识字法课程设计及教材,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(52-73),中國,华东师范大学出版社。
谢锡金、李黛娜和陈声佩(2017):幼儿综合高效识字研究方法 ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(40-51),中國,华东师范大学出版社。
谢锡金、陈声佩、罗嘉怡和李黛娜(2017):香港幼儿语文教学现况调查 ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(3-16),中國,华东师范大学出版社。
陈声佩、李剑仪、谢锡金、许翠欢和林玉华(2017):家校合作的语文活动(筲箕湾祟真幼儿学校) ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(175-181),中國,华东师范大学出版社。
陈声佩、梁志坚、叶少芬、谢锡金、谢慧娟和陆庆怡(2017):设计活动(思、言、起、行)中的语文学习(明爱凌月仙幼儿园) ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(208-212),中國,华东师范大学出版社。
陈声佩、梁志坚、赵美娟、谢锡金、谢慧娟和麦宝珠(2017):设计活动(思、言、起、行)中的语文学习(沙田明爱幼儿学校) ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(213-221),中國,华东师范大学出版社。
陈声佩、谭云珍、谢锡金和许翠欢(2017):跨境幼儿的识字教学调适(浸信会华恩幼儿园) ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(182-186),中國,华东师范大学出版社。
陈声佩、陈佩莲、谢锡金、李黛娜和杨惠霞(2017):方案教学中的汉字学与教(圣三一中心幼儿园‧幼儿园) ,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(187-207),中國,华东师范大学出版社。
陈声佩和谢锡金(2017):总结、回顾与展望,辑于谢锡金、李黛娜和陈声佩(编着),《幼儿综合高效识字法》,(243-245),中國,华东师范大学出版社。
陳聲珮(2016):個案一:親子共讀個案,劉慧中和梁長城(總編輯)陳聲珮(副總編輯),《親子樂閱讀指南》,(204-207),香港,星島出版有限公司。
陳聲珮(2016):根據幼稚園(4歲至6歲)實踐,論對不同年齡階段親子閱讀指導,劉慧中和梁長城(總編輯)陳聲珮(副總編輯),《親子樂閱讀指南》,(70-73),香港,星島出版有限公司。
陳聲珮(2016):親子閱讀的種類之朗讀及步驟,劉慧中和梁長城(總編輯)陳聲珮(副總編輯),《親子樂閱讀指南》,(142-146),香港,星島出版有限公司。
劉慧中和梁長城(總編輯)陳聲珮(副總編輯)(2016):《親子樂閱讀指南》,香港,星島出版有限公司。
李黛娜、陳聲珮和謝錫金(2015):幼兒綜合高效識字法的實踐,輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(89-133),香港,香港大學出版社。
謝錫金、李黛娜、陳聲珮和羅傑瑩(2015):識字教學的成效:評估結果及分析,輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(161-181),香港,香港大學出版社。
謝錫金、李黛娜和陳聲珮 (2015). 幼兒綜合高效識字法課程設計及教材. 輯於謝錫金、李黛娜和陳聲珮(編著), 《幼兒綜合高效識字:中文讀寫的理論及實踐》, (69-89). 香港: 香港大學出版社.
謝錫金、李黛娜和陳聲珮(2015):幼兒綜合高效識字研究方法,輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(57-67),香港,香港大學出版社。
謝錫金、陳聲珮、羅嘉怡和李黛娜(2015):香港幼兒語文教學現況調查,輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(21-33),香港,香港大學出版社。
陳聲珮、李劍儀、謝錫金、許翠歡和林玉華(2015):家校合作的語文活動(筲箕灣祟真幼兒學校),輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(191-197),香港,香港大學出版社。
陳聲珮、梁志堅、葉少芬、謝錫金、謝慧娟和陸慶怡(2015):設計活動(思、言、起、行)中的語文學習(明愛凌月仙幼稚園),輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(227-230),香港,香港大學出版社。
陳聲珮、梁志堅、趙美娟、謝錫金、謝慧娟和麥寶珠(2015):設計活動(思、言、起、行)中的語文學習(沙田明愛幼兒學校),輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(231-237),香港,香港大學出版社。
陳聲珮、譚雲珍、謝錫金和許翠歡(2015):跨境幼兒的識字教學調適(浸信會華恩幼稚園),輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(199-203),香港,香港大學出版社。
陳聲珮、陳佩蓮、謝錫金、李黛娜和楊惠霞(2015):方案教學中的漢字學與教(聖三一中心幼稚園‧幼兒園),輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(205-226),香港,香港大學出版社。
陳聲珮和謝錫金(2015):總結、回顧與展望,輯於謝錫金、李黛娜和陳聲珮(編著),《幼兒綜合高效識字:中文讀寫的理論及實踐》,(259-261),香港,香港大學出版社。
謝錫金、李黛娜和陳聲珮(編著)(2015):《幼兒綜合高效識字:中文讀寫的理論及實踐》,香港,香港大學出版社。
陳聲珮、鄭美蓮、許翠歡、陳雪儀和關思琪(2015):「問題-探索-經驗」教學錦囊,輯於陳聲珮和鄭美蓮(主編),《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,(302-308),香港,香港教育學院。
陳聲珮和鄭美蓮(2015):建立學校網絡支援幼兒「問題-探索-經驗」建構學習模式的校本發展計劃,輯於陳聲珮和鄭美蓮(主編) 《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,(1-8),香港,香港教育學院。
陳聲珮和鄭美蓮(2015):機遇與啟示,輯於陳聲珮和鄭美蓮(主編) 《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,(293-301),香港,香港教育學院。
陳聲珮和鄭美蓮(主編)(2015):《幼兒編織概念網賦權學習:「問題─探索─經驗」建構取向課程、教學與評估》,香港,香港教育學院。
謝錫金、李黛娜、羅傑瑩和陳聲珮(2014):建立字詞網絡,輯於謝錫金 (編著),《香港幼兒口語發展 (第二版)》,(105-113),香港,香港大學出版社。
謝錫金、李黛娜、陳聲珮、羅嘉怡、梁昌欽和巢偉儀(2014):香港的幼兒教育,謝錫金 (編著),《香港幼兒口語發展 (第二版)》,(1-10),香港,香港大學出版社。
陳聲珮和鄭美蓮(2014):「問題-探索-經驗」學習:理論與實務的反思,輯於鄭美蓮和陳聲珮(編),《「問題-探索-經驗」教學錦囊100+》,(74-81),香港,香港教育學院。
鄭美蓮和陳聲珮(主編)(2014):「問題-探索-經驗」教學錦囊100+,香港,香港教育學院。
鄭美蓮和陳聲珮(2013):自主建構學習模式:「問題-探索-經驗」學習,輯於陳惠玲和關珊(編),《「敢」問「感」學:課程設計與推行》,(43-76),香港,香港教育學院滙豐幼兒發展中心。
杜陳聲珮、王小文(2012):幼兒語言發展的評估,輯於黃艾珍、容燕文編,《課程本位的幼兒發展評估模式: 理論與實踐》,(頁45-59),北京,教育科學出版社。
鄭美蓮和杜陳聲珮(2011):"問題-探索-經驗"學習模式:十年實踐十載情,香港教育學院滙豐幼兒發展中心十週年特刊編輯小組,《香港教育學院滙豐幼兒發展中心十週年特刊》,(18-21),香港,香港教育學院滙豐幼兒發展中心。
陳聲珮(編)(2009):《風的學問:幼兒「問題——探索——經驗」學習(科學篇)》,香港,香港教育學院。
杜陳聲珮、林瑞瑛和王小文(2007):語言發展,輯於兒童發展評量表研究小組(編),《兒童發展評量表》(第三版),(10-14),香港,香港教育學院。
杜陳聲珮、王小文和林瑞瑛(2007):語言發展,輯於黃艾珍、容燕文和杜陳聲珮(編),《幼教課程本位的兒童評估模式──應用指引》,(42-65),香港教育學院,優質教育基金。
黃艾珍、容燕文和杜陳聲珮(2007):導言──幼教課程本位的評估模式,輯於黃艾珍、容燕文和杜陳聲珮(編),《幼教課程本位的兒童評估模式──應用指引》,(6-16),香港教育學院,優質教育基金。
黃艾珍、容燕文和杜陳聲珮(編)(2007):《幼教課程本位的兒童評估模式──應用指引》,香港教育學院,優質教育基金。
陳聲珮(2006):實例選篇三鎖匙與掛鎖,輯於陳聲珮和鄭美蓮(編),《問題──探索──經驗:走上建構學習的征途》,(53-62),香港,香港教育學院。
陳聲珮(2006):實例選篇四與窿窿對話,輯於陳聲珮和鄭美蓮(編),《問題──探索──經驗:走上建構學習的征途》,(63-69),香港,香港教育學院。
陳聲珮(2006):建構理念與實務的闡釋,輯於陳聲珮和鄭美蓮(編),《問題──探索──經驗:走上建構學習的征途》,(6-16),香港,香港教育學院。
杜陳聲珮(編) (2001). 《六個朗讀圖書的歷程》. 香港: 香港教育學院.
杜陳聲珮和陳莉莉(2001):朗讀故事的理論基礎,杜陳聲珮 (編),《六個朗讀圖書的歷程》,(14-28),香港,香港教育學院。
杜陳聲珮和黃玉卿(2001):持久恆切基礎穩:課程組織的架構,杜陳聲珮 (編),《六個朗讀圖書的歷程》,(42-47),香港,中國,香港教育學院。

Journal Publications
Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2019). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education, online, 1-22.
Tse, S. K., Wong, M. Y., Lee, T. N., & Chan S. P. (2014). Emergent writing of chinese characters by pre-schoolers in hong kong(香港幼兒書寫漢字的"過渡字"研究). Journal of Education in Chinese Characters and Classics, 34, 213-238.
Tse, K. M., Lee, T. N., Loh, K. Y., & Chan, S. P. (2013). A Study of the Pre-school Chinese Language Education in Hong Kong: The Current Situation of Language Teaching and Learning. Hong Kong Journal of Early Childhood, 12(2), 19-24.
Tse, S. K., Lee, T. N. M., Law, K. Y., Chan, S. P. (2013). An Integrative Perceptual Approach to Learning Chinese Characters via Network Building. Journal of Education in Chinese Characters and Classics, 30, 53-85.
Chan, S. P. & Cheng, M. L. (2010). Young Childre's Path to Conceptual Change in the Context of Questioning-Exploration-Experience Learning. The International Journal of Learning, 16 (12), 1-13.
Chan, S.P., & Wong, S.M. (2010). Exploring assessment and accountability for children's learning: A case study of a Hong Kong preschool. Early Education & Development, 21, 234-262.
Chan, S. P., Cheng, M. L. & Wong, S. M. (2009). How does Multimedia Support Authentic Assessment in Understanding Young Children's Learning?. IADAT Journal of Advanced Technology on Education, 3 (4), 474-476.
黃艾珍、容燕文、杜陳聲珮、張杏冰和張麗霞(2008):「幼教課程本位的兒童評估模式」推行實況,《《香港幼兒學報》》,7(1),97-102。
黃艾珍、容燕文、張杏冰、杜陳聲珮及黃蕙吟(2006):「幼教課程本位的兒童評估模式」研究計劃,《《香港幼兒學報》第5期第2卷》,5(2),頁67-70。
Cheng, M. L., & To Chan, S. P. (2005). An inquiry into a group of five-to-six-year-old children's negotiated meaning in problem solving. International Journal of Early Childhood Education, 11 (1), 91-110.

Conference Papers
Chan, S. P. T., & Loh, K. Y. E. (2019, December). Co-teaching for Chinese Learning in second language young learners. Paper presented at the 7th International Schools’ Chinese Language Education Conference and Workshop at Wesley College Melbourne, Melbourne, Australia.
Chan, S.P., Loh, E.K.Y., He, E.P.X., & Lau, K.C. (2019, June). Language, tension and agency: Teacher identity formation in Chinese as a Second Language (CSL) education for ethnic minority kindergartners. Paper presented at the 12th ARLE International Association for Research in L1 Education – Languages, Literatures and Literacies Conference, Universidade NOVA de Lisboa, Portugal.
Loh, E.K.Y., Chan, S.P., He, E.P.X., & Hung, C.O.Y. (2019, January). Chinese as a second language (CSL): New curriculum mode for preschoolers. Paper presented at the 9th International Conference on Han Characters Education and Research, Ho Chi Minh, Vietnam.
羅嘉怡、陳聲珮 (2019, January). 漢語作為第二語言:學前學與教課程設置的新方法. 第九屆漢字與漢字教育國際研討會, 越南胡志明市.
Loh K. Y. E.; To-Chan S. P. T. & Ho P. C. E. (2018, June). Translanguaging in Chinese-as-Second-Language (CSL) classrooms for kindergarten non-Chinese speaking learners of multilingual multicultural backgrounds. The Fifth International Conference on Chinese as a Second Language Research, The University of Hong Kong, Hong Kong, China.
Loh K. Y., To-Chan S. P. & Kwan C. Y. (2018, June). Supporting Young Children to Learn Chinese as a Second Language in CLII classrooms: Dynamic Enrichment Learning Mode (DELM). The Fifth International Conference on Chinese as a Second Language Research, The University of Hong Kong, Hong Kong, China.
To-Chan S. P. T., Loh K. Y. E. & Hung O. Y. C. (2018, June). Predictors of Chinese character acquisition as a second language among kindergarteners: a three-wave longitudinal study. The Fifth International Conference on Chinese as a Second Language Research, The University of Hong Kong, Hong Kong, China.
Chan S. P. (2018, January). A pilot study of Chinese handwriting in Chinese-speaking and non-Chinese-speaking kindergarteners. The 8th International Conference on Han Characters Education and Research, Gunma, Japan.
Loh, E. K. Y., Chan, S. P. T., & Kwan, C. Y. (2017, June). Start from the beginning: Dynamic enrichment learning mode (DELM) for kindergarten who learn Chinese as a second language in Hong Kong. Paper presented at The 11th biennial conference of the International Association for Research in L1 Education, Tallinn, Republic of Estonia.
CHAN S. P. (2015, July). Chinese Character Writing in Young Child. The 6th International Conference on Han Characters Education and Research, China, Zhejiang.
CHAN S. P. (2015, June). 幼兒建構學習多元化 (Variations of constructivist learning in young children). Symposium coordinated at Quality Childhood Conference International 2015, Hong Kong SAR, China.
陳聲珮(2015,5):探索香港-台灣兩地開拓民辦幼兒教育之相關內涵,邀請論文發表於2015 亞洲幼兒教育發展論壇,台灣。
CHAN S. P. (2015, April). Chinese Character Writing in Young Children. Poster presented at Conference for Research in Early Childhood Education, Hong Kong SAR, China.
Chan, S. P. (2014, July). Chinese character writing development in young children. Paper presented at The 5th International Conference on Han Characters Education and Research, Korea, Seoul.
Chan S. P. (2013, August). Case study of chinese character writing in a young child. Paper presented at the 4th International Conference on Han Characters Education and Research, Hong Kong, China.
杜陳聲珮(2012,3):書寫教學策略及教材,論文發表於"幼兒有效漢字學與教:高效漢字認讀及書寫發展"研討會,香港,香港大學。
Chan, S. P. & Cheng, M. L. (2011, May). Extending the study of conceptual change to early childhood: the challenges and potentials of "questioning-exploration-experience" learning. Paper presented at 13th Annual International Conference on Education, Athens, Greece, 23-26 May 2011, Greece.
Wong, S.M., & TO-Chan, S.P. (2010, August). A process-oriented approach to enhancing children's learning: A case study of a Hong Kong kindergarten. Paper presented at the 26th OMEP World Congress. 26th OMEP World Congress, Goteborg, Sweden.
Chan, S. P. & Cheng, M. L. (2009, July). Young Children's Path to Conceptual Change in the Context of Questioning-Exploration-Experience Learning. Paper presented at 16th International Conference on Learning, Barcelona, Spain.
Chan, S.P., & Wong, S.M. (2009, July). Putting pieces into perspective: A case study on exploring school accountability for young children's language and literacy growth. Paper presented in the 16th International Conference on Learning, July 2009. Barcelona, Spain, Spain.
Chan, S. P., Cheng, M. L., & Wong, S. M. (2009, June). How does multimedia support authentic assessment in understanding young children's learning?. Paper presented at the 5th International Conference on Education: New Trends and Challenges in Higher Education, Bilbao, Spain.
To Chan, S. P. T. (2008, June). A descriptive study of two young children's emergent writing development. Paper presented at the 9th International Conference of the Association for Language Awareness, Hong Kong.
鄭美蓮和陳聲珮(2007,3):讓孩子善用學習的“撲滿”,論文發表於「香港教育學院幼兒教育學系周年研討會」,香港。

Creative and Literary Works, Consulting Reports and Case Studies
李子建、陳聲珮、許景輝、陳錦榮、黎國燦、劉慧中和黃國茜(2016):澳門幼兒教育階段推展小班教學的改進方法與策略研究報告,香港教育大學卓越教學發展中心,香港,中國。
鄭佩華、黃有豪、陳聲佩和張曉(2014):「在本港引入預防吸煙教育」需要評估研判報告,保良局「齊來建立無煙社區」項目,香港教育學院兒童研究與創新中心,香港,中國。
杜陳聲珮和鄭美蓮(2011):"問題-探索-經驗" 建構過程對主動學習和學會學習課程的啟示﹝教師篇﹞,公開演講發表於"香港教育學院滙豐幼兒發展中心十周年專題講座",香港,香港教育學院滙豐幼兒發展中心。
鄭美蓮和杜陳聲珮(2011):"問題-探索-經驗"建構過程對主動學習和學會學習課程的啟示﹝家長篇﹞,公開演講發表於"香港教育學院滙豐幼兒發展中心"十周年專題講座,香港,香港教育學院滙豐幼兒發展中心。
黃艾珍、容燕文、杜陳聲珮和張麗霞(2007):幼教課程本位的兒童評估模式應用指引學校評估活動實例光碟,香港教育學院,優質教育基金。
鄭美蓮和陳聲珮(2006):《問題──探索──經驗學習的實踐》〈電腦光碟〉,香港,香港教育學院。
鄭美蓮和陳聲珮(2005):《非一般的蓋:問題──探索──經驗學習:一個社會建構的學習過程》(電腦光碟),香港,香港教育學院。

All Other Outputs
谢锡金、李黛娜、陈声珮編著(2017):《幼儿综合高效识字法》,上海,华东师范大学出版社。
李子建、許景輝和陳聲珮(2016):澳門幼兒及小學教育階段小班教學研究報告發布,澳門,澳門暨青年局。
陳聲珮(2016):「愉快學中文」非華語幼兒學習應用程式研討演講,香港,教育局大埔區學校發展組、大埔區小學校長會、大埔及北區幼兒教育校長會合辦。
李子建、陳聲珮、許景輝、陳錦榮、黎國燦、劉慧中和黃國茜(2016):澳門幼兒教育階段推展小班教學的改進方法與策略研究報告,香港,香港教育大學卓越教學發展中心。
陳聲珮(2016):「愉快學中文」非華語幼兒學習應用程式顧問,香港,知識共享協會。
Chan, S. P. T. and Cheng, M. L. (2015). Report of School-based network of "Questioning-Exploration-Experience" Learning Promoting Active Learning and All-round Development in Young Children' (建立學校網絡支援幼兒「問題—探索—經驗」建構學習模式的校本發), submitted to Quality Education Fund, Centre for Childhood Research and Innovation. The Hong Kong Institute of Education: Hong Kong, China.
陳聲珮和鄭美蓮(2015):建立學校網絡支援幼兒「問題—探索—經驗」建構學習模式的校本發展計劃總結報告,香港,優質教育基金。
陳聲珮和鄭美蓮(2014):建立學校網絡支援幼兒「問題—探索—經驗」建構學習模式的校本發展網絡平台,香港,優質教育基金。
Chan S. P. (2013). A Study of Hong Kong Young Children's Early Chinese Character Writing Development (Unpublished doctor of education dissertation). Hong Kong, China: The University of Hong Kong.
鄭美蓮和杜陳聲珮(2011):QEE 是什麼?,香港,香港教育學院滙豐幼兒發展中心。
杜陳聲珮(2010):幼兒閱讀,香港。
杜陳聲珮 (2010). Learning to read, reading to learn. 香港.
CHAN Sing Pui, associate editor (2010). The International Journal of Learning . Common Ground Publishing.
黃艾珍、成子娟、伍瑞顏、杜陳聲珮、林瑞瑛、王小文、張杏冰、陳豔媚、容燕文及張麗霞(2007):幼教課程本位的兒童評估模式應用指引學校評估活動實例光碟,香港教育學院,優質教育基金,香港,中國。。
何韓重惠、杜陳聲珮、呂盧婉兒和楊黃蕙吟(2000):《幼兒綜合課程:理念與實踐分享》〔以光碟格式〕,香港,香港教育學院。
鄺李慧儀、陳莉莉、杜陳聲珮和胡婉姍(2000):《童書朗讀學前兒童閱讀能力發展計劃》(以錄像帶及小冊子格式),香港,優質教育基金。

Project

NO HKJ: Support for Ethnic Minority Students in Local Kindergarten for Effective Learning of Chinese - Professional Development Programmes and Scholarships for Multicultural Teaching Assistants ("MTA")
The mission is to give all multicultural learners equal opportunity to receive education and care in an inclusive environment in kindergartens in Hong Kong. The project aims to fill in the gaps to foster these children's learning of Chinese and to facilitate their early integration into the local education system and the community. Based on the concept of capacity building, the designated team from The Education University of Hong Kong will focus on the development and professional training of f . . .
Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
Study on Small Class Teaching in Macau Infant and Primary Education (Phase Four)
The aim of the total phases of study is to investigate the small class teaching practices in Macau preschools and primary schools with a view to making recommendations to Direcção dos Serviços de Educação e Juventude on enhancing learning and teaching in small class environment.
Project Start Year: 2016, Principal Investigator(s): LEE, Chi Kin John 李子建, TO-CHAN, Sing Pui Tikky 杜陳聲珮
 
Teacher and Parental Support in Preschool Children's Chinese Character Writing: An One-Year Longitudinal Study
..
Project Start Year: 2016, Principal Investigator(s): TO-CHAN, Sing Pui Tikky 杜陳聲珮
 
Start from the beginning-Chinese Supporting Scheme for Non-Chinese speaking students in kindergartens (2015-2017)
This is a two-year project, which supports non-Chinese-speaking (NCS) kindergarten students in learning Chinese language. The project aims to develop a Chinese as second language curriculum, teaching materials, out-of-class instructions and assessment tools for kindergarten students. The project is funded by Oxfam Hong Kong and implemented in partnership with the University of Hong Kong and the Education University of Hong Kong. This is the first project of similar nature with collaboration of N . . .
Project Start Year: 2015, Principal Investigator(s): Loh Ka yee (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
澳門幼兒教育階段小班教學研究(第三階段)
本研究是由澳門教育暨青年局委託香港教育學院(現稱香港教育大學)小班教學中心(現稱卓越教學發展中心)探討在幼兒教育階段推行小班教學的現況,透過課堂觀課及訪談,對幼兒學校所推行的小班教學校本政策、課程、教學環境、教學策略及配套設施等作出分析。
Project Start Year: 2015, Principal Investigator(s): LEE, Chi Kin John 李子建 (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Principal Investigator)
 
Needs of Smoking Prevention in Kindergartens in Hong Kong
This project is a cross-disciplinary research conducted by a multi-disciplinary research team. The collaborators are Po Leung Kuk and Tobacco Office of Department of Health. A needs assessment of implementing tobacco prevention education in Hong Kong kindergartens was carried out in this project.
Project Start Year: 2013, Principal Investigator(s): CHENG, Pui Wah Doris 鄭佩華 (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
School-based Network of “Questioning-Exploration-Experience” Learning Promoting Active Learning and All-round Development in Young Children
The project aims to promote active learning, learning to learn, and all-round development in young children through the innovation of “Questioning-Exploration-Experience” (QEE) learning sustained by a school network supporting school-based development. The framework of QEE learning has been developed in The Hong Kong Institute of Education HSBC Early Childhood Learning Centre since 2001. This project disseminates the framework of QEE learning to a number of local preschools and provides support . . .
Project Start Year: 2013, Principal Investigator(s): TO-CHAN, Sing Pui Tikky 杜陳聲珮
 
Supporting Kindergartens in the Teaching and Learning of Chinese for Non-Chinese Speaking (NCS) Children
The project aims at enhancing the learning of preprimary non-Chinese speaking (NCS) children in Hong Kong (HK) and preparing NCS children with adequate level of proficiency in Chinese to enable them to learn together with local students without language barrier in primary schools.The project has targeted two major outcomes. The first is building teachers' and curriculum leaders' capacity on planning and developing effective instructional and assessment strategies to foster the learning of NCS ch . . .
Project Start Year: 2012, Principal Investigator(s): Lam Wai Ip Joseph (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
A Project Promoting Effective Methods of Teaching Chinese Characters to Young Children in Hong Kong: Ways of Teaching Pupils to Recognise and Write Chinese Characters
本計畫目的是:1)增進幼兒的識字能力及興趣,以配合幼兒的讀寫發展﹔2)提升幼兒教育界的漢字教學水平﹔3)增進家長對有效漢字學習的理解和運用;及4)建構有效及不同的漢字學與教的方法。計畫主要包括三個項目:1)漢字教學現況調查;2)漢字教學模式研究;及3)有效漢字學與教實驗。計畫經推廣後,受惠的對象將推向整體幼兒教育界,約1,000所幼兒學校將會受益。
Project Start Year: 2010, Principal Investigator(s): Tse, S. K. (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
A Pilot Study of the Emergence of Children's Multiliteracies in the Dramatic Play Corner
This is a pilot study using ethnographic approach to investigate the emergence of children's multiliteracies in the dramatic play corner. The field work lasted for four months and situated in two kindergartens. The literacy-enriched settings were explored. The results help us to figure out the relation between the construction of environment and the emergence of multiliteracies.
Project Start Year: 2009, Principal Investigator(s): TAM, Po Chi Pansy 譚寶芝 (TO-CHAN, Sing Pui Tikky 杜陳聲珮 as Co-Investigator)
 
A Study of Hong Kong Young Children's Early Chinese Characters Writing Development
We lack local studies on how young children develop their written language in this language environment. It is essential to conduct basic research on young children's early development in writing Chinese. In the local educational setting, young children are served at child are centers from two to six, or at kindergartens from three to six. I will conduct case studies on young children from two to six from both kinds of educational settings. A two-year investigation into these young children' . . .
Project Start Year: 2007, Principal Investigator(s): TO-CHAN Sing Pui
 
A Curriculum-based Child Assessment Model for Quality Education Childhood Programme
The goal of this project is to contribute to education reform in the area of early childhood education by enhancing programme quality in preschools through curriculum-embedded child assessment, and enhance the professional development of kindergarten principals/ childcare supervisors and staff. The objectives of this project is to: 1) To construct an authentic and practical curriculum-based child assessment model that can be used in Hong Kong preschools to enhance the quality of their programme; . . .
Project Start Year: 2005, Principal Investigator(s): WONG Ngai Chun, Margaret (TO-CHAN Sing Pui as Co-Investigator)
 
Children's Journey to Create Knowledge: Questioning-Exploration-Experience
This is a collaborative project with The HKIEd HSBC Early Childhood Learning Centre. Grounded on the constructivist theories, the study team modified and implemented the curriculum in accordance to the framework of "Questioning-Exploration-Experience". Evidence informed that the use of real context, knowlege building from concrete information to conceptual change and the social process of learning were significant to effective teaching and learning.
Project Start Year: 2002, Principal Investigator(s): TO-CHAN, Sing Pui Tikky 杜陳聲珮