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ERIC Number: EJ764109
Record Type: Journal
Publication Date: 2007-May
Pages: 16
Abstractor: Author
Reference Count: 17
ISSN: ISSN-0300-4430
Teachers' Perceptions of Integrated Kindergarten Programs in Hong Kong
Cheuk, Jenny; Hatch, J. Amos
Early Child Development and Care, v177 n4 p417-432 May 2007
This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad generalizations: the interviewed teachers emphasized teaching academics to children without disabilities, but they focused on social development at the exclusion of academic instruction for children with disabilities; and, according to the teachers, instruction was academic and skill-oriented in the integrated kindergarten programs. Research procedures are described and data supporting the findings are presented. Ways to improve program quality are discussed in terms of three major components: the Hong Kong government should include early childhood education within the compulsory education system, and enforce the formally recommended approach of developmental appropriateness; teacher education institutions should prepare prospective teachers to work in school settings where program goals may be contradictory with the ideology of inclusion; and educational researchers should monitor program quality in integrated childcare centers by conducting further research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong