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Cool and Hot Self-Regulation Predict Early Achievement in Chinese Pre-Schoolers
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Sun, Jin; Kang, Rong – Early Child Development and Care, 2022
This study examined early development of cool and hot self-regulation and how they were related to Chinese preschoolers' early achievement. A total of 951 children (448 girls) aged three to five in Hong Kong participated in this study. Children's self-regulation was assessed with a battery of five tasks tapping either cool or hot self-regulation;…
Descriptors: Metacognition, Self Control, Preschool Children, Foreign Countries
Play and Theory of Mind in Early Childhood: A Hong Kong Perspective
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Wang, Zhenlin; Wong, Richard Kwok Shing; Wong, Paul Yau Ho; Ho, Fuk Chuen; Cheng, Doris Pui Wah – Early Child Development and Care, 2017
The study seeks to understand the relation between preschool children's mode of participation and negotiation strategies during play and their theory of mind (ToM) development in the Hong Kong context. Forty-two 5-year-old children were recruited. Their emotional and cognitive ToMs were assessed along with expressive language ability. Children's…
Descriptors: Foreign Countries, Preschool Children, Play, Theory of Mind
A Comparison of Urban and Rural Kindergarten Teachers' Perceptions of School Safety for Young Children: Implications for Quality Teacher Education
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Wong, Yau-ho Paul – Early Child Development and Care, 2017
Although a quality preschool supports young children's health and safety, "quality" has been defined diversely enough that its delivery has been varied among kindergarten teachers. The current study was the first to examine and compare perceptions of school safety between urban and rural kindergarten teachers. Sixty-seven Hong Kong…
Descriptors: Comparative Analysis, Rural Schools, Urban Schools, Kindergarten
Understanding and Enhancing Multicultural Teaching in Preschool
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Leung, Chi-Hung; Hue, Ming-Tak – Early Child Development and Care, 2017
Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of…
Descriptors: Foreign Countries, Preschool Teachers, Multicultural Education, Developmentally Appropriate Practices
Implementation of the Hong Kong Language Policy in Pre-School Settings
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Leung, Cheung-Shing Sam; Lim, Swee Eng Audrey; Li, Yuen Ling – Early Child Development and Care, 2013
In the past, the Curriculum Development Council in Hong Kong [Curriculum Development Council (CDC). (1996). "Guide to the Pre-Primary Curriculum." Hong Kong: Government Printer; CDC. (2000). "Consultation Document: Learning to Learn: The Way Forward in Curriculum Development." Hong Kong: Government Printer; CDC. (2001).…
Descriptors: Foreign Countries, Educational Policy, Program Implementation, Kindergarten
Expectations for the Transition from Kindergarten to Primary School amongst Teachers, Parents and Children
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Chan, Wai Ling – Early Child Development and Care, 2012
This paper reports the results of a study concerning the expectations for the transition from kindergarten to primary school amongst teachers, parents and children in Hong Kong. It probes the expectations that teachers and parents have about children's competence in five specific areas of child development thought to be essential for a smooth such…
Descriptors: Academic Ability, Kindergarten, Foreign Countries, Parent Role