華人社會的幼兒教育: 課程與教學
This project examines the past, current and future development of curriculum and instruction of early childhood education in Hong Kong, Macau, mainland China and Taiwan. In addition, a comparision of the curriculum and instruction of these four regions will be conducted.
Project Start Year: 2014, Principal Investigator(s): CHEUK-WONG, Kwok Sai Tricia 黃國茜 (BAILEY-LAU, Po Lin Becky 劉寶蓮 as Co-Investigator)
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Using IPad to promote evidence-based reflection of pre-service student teachers
The project is to promote evidence-based reflective practice among pre-service students by providing evidence-informed teaching supervision through the use of i-pad. It is believed that student teachers' on-going professional development can be achieved in the form of teaching supervisions and reflective consultations(Watson & Gatti, 2012). This project adopts the use of i-pad and relevant applications to allow teaching practice supervisors to capture teaching moments in digital forms which can enrich the discussion and reflection in post teaching conferences with the shared perspectives from supervisors and students.
Project Start Year: 2014, Principal Investigator(s): CHAN, Po Lin 陳寶蓮 (BAILEY-LAU, Po Lin Becky 劉寶蓮 as Co-Investigator)
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Emotionality, Emotion Regulation and Social Problem Solving of Young Children in Hong Kong
Both developmental psychologists and early educators are increasingly aware that children's peer conflicts provide a unique context for children to develop social skills and reasoning (Killen &Turiel,1989; Shantz & Hartup, 1992). Some children develop ways of resolving conflicts that allow them to become well-like by their play mates. By contrast, other children are less effective during such conflicts; they choose ways of resolving conflicts that are rejected by other children. The social problem-solving strategies of children as young as kindergarten age have been found to correlate with peer acceptance (Erwin, 1994). Over the years, researchers have been interested in how children resolve social conflicts (Spivack & Shure, 1974; Rubin and Krasnor, 1986; Crick and Dodge, 1994). The processes involved in the social interactions has generated numerous of models and research studies related to it. This study is an attempt to achieve the following objectives: 1. to give a review of social information processing models (Crick & Dodge, 1994) and the progress that has been made in the application of the models to explain social conflicts; 2. to critically examine the models in views of empirical evidence and critiques of researchers in the field; 3. to propose a few areas of social information processing that deserve investigation ; 4. to examine and propose a number of hypotheses related to social information processing in a group of 5 to 6 years old children to individual differences in emotionality and regulation.
Research Questions
1. Can the model of social information processing be utilized to explain children’s behaviour during social conflict?
2. What is the relationship between children’s emotionality, regulation and social information processing in social conflict?
3. Can data collected using the modified Short Temperament Scale and the modified Child Behavior Questionnaire be used to create two linear unidimensional scales using the Rasch Measurement Model? Can the data for each of the two scales be shown to have a good fit to the measurement model and thus be reliable so that valid inferences can be drawn from it?Methodology
Participants were 628 children aged 5 to 6 in preschools and their teachers. All were Chinese children in eight different Hong Kong preschools. Teachers of the participating children rated children‘s emotional intensity with the modified Child Behavior Questionnaire (Goldsmith & Rothbart, 1991). Children were classified into two groups of children according to their performance in the Child Behavior Questionnaire.
Both groups of Children participated in an emotion expression session and an interview session in which ego control, emotional intensity, strategy generation for social problem solving, strategy decision and enactment were assessed in their school. Data collected were used to answer the research questions of the research.
Project Start Year: 2011, Principal Investigator(s): BAILEY-LAU, Po Lin Becky 劉寶蓮
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Zippy's Friends Programme in Kindergarten in Hong Kong
Zippiy's Friends (ZF) is an international programme designed to promote young children's emotional and social competence. With sponsorship from Hong Kong Bank Foundation, in 2011 a total of 240 teachers from 120 kindergartens has been trained trained to run the programme and 17,000 young children and parents have been benefited from the programme. Based on our study on children particating in Zippy's Friends Project, we will publish a book to share our experience from Hong Kong, Beijing and Shanghai in 2011-12. This book will provide useful resources for students and teacher in Hong Kong.
Project Start Year: 2009, Principal Investigator(s): WONG, Mun Amanda 黃敏 (BAILEY-LAU, Po Lin Becky 劉寶蓮 as Co-Investigator)
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Fostering and Assessing Young Children's Moral and Social Development: Enhancing Early Childhood Organizations' Knowledge of Implementing and Evaluating Program Innovations
The project is a teacher development project. The goal is to enhance the learning and teaching of the key learning area “Self and Society” in the formal pre-primary curriculum. The objectives are: (i) to enhance social, moral and civic education in the “Self and Society” domain by setting goals and objectives; (ii) to develop and try out learning activities that help young children develop moral and social abilities and skills in all aspects of life; (iii) to equip teachers with knowledge and skills for implementing and assessing children’s learning in the domain of “Self and Society”. The project will have benefits to 1000 young children in 10 preschools.
Project Start Year: 2009, Principal Investigator(s): LI, Yuen Ling Joyce 李婉玲 (BAILEY-LAU, Po Lin Becky 劉寶蓮 as Co-Investigator)
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The Effects of Young Children’s Participation in Rule Making on Children’s Moral Reasoning and Concept of Rule
The aim of this study is to investigate the effect of young children's participation in rule making (fair rule of sharing, care-based or justice-based rule) on children's moral reasoning. The findings of this study is published in international peer reviewed journals: (1)Wong, M. (2011) 'Chinese children's justifications for sharing resources: why do we have to share?', Early Child Development and Care, 181(9-10),1199-1214; and (2)Wong, M. (2010). Care-based and justice-based morality in kindergarten.The International Journal of Learning, 17 (9), 271-284.
Project Start Year: 2007, Principal Investigator(s): WONG, Mun Amanda 黃敏 (BAILEY-LAU, Po Lin Becky 劉寶蓮 as Co-Investigator)
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Zippy's Friends Programme in Kindergarten and Primary Schools in Hong Kong (2005-2009)
It teaches children how to cope with everyday difficulties, to talk about their feelings and explore ways of dealing with them, and to help other people with their problem. Up to now, a total number of 149 primary schools and 400 kindergartens have participated in the project. 1,374 teachers were trained to run the ZF program. A total of 21,017 kindergarten children and 9,621 Primary One children have benefited from Zippy's Friends' Program with enhanced emotional and social competence. The Zippy's Website was launched in 2005-6 in order to provide further professional support for teachers and parents.The Hong Kong Bank Foundations has contributed 2,885,000 to support the Hong Kong Institute of Education in introducting Zippy's Friends' Programme from 2006-2009. (Zippy Friends Phase 2). This programme teaches children how to cope with everyday difficulties, to talk about this feelings and explore suitable coping strategies. Zippy's Friends members are responsible for training teaches (kindergarten and primary) to implement the programme at school and evaluate the effect of the programme on children's development.
Project Start Year: 2006, Principal Investigator(s): WONG Mun, Amanda (LAU Po Lin, Becky as Co-Investigator)
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Capacity Building for Pre-school Children: Health Promoting Kindergarten
100 Kindergartens in HK City were recruited to join the project in order to promote health for Teachers, Curriculums, Childcare Workers and the Whole Kindergarten as well. 10 district health advisors of preschool academics have been trained for this project. There are 30 kindergartens as awarded to be the healthy kindergartens in HK.
Project Start Year: 2005, Principal Investigator(s): LEE Albert (BAILEY-LAU Po Lin Becky as Others)
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