2014．第42卷第2（Vol. 42 No. 2）．pp. 95–112
The Hong Kong Early Childhood Curriculum Reform for the 21st Century: A Retrospective and Prospective Analysis
How best to improve pre-primary education (PPE) has been a longstanding issue worldwide. It is no exception in Hong Kong. The government of Hong Kong has been publishing curriculum guides since the 1980s to support PPE institutions to develop their curriculum. Five curriculum guides have been published since then. Despite that the curriculum guides were published in different times, each guide spelt out similar curricular elements that deemed as crucial for PPE institutions to enhance their service quality. An in-depth review of these curriculum guides reveals a hidden shift of curriculum orientations adopted by the government over the past three decades. In this article, changes in the orientations underpinning the five official PPE curriculum guides will be discussed against the Hong Kong education reform, in conjunction with the advancing professional qualifications of the Hong Kong PPE teachers. The article will also discuss directions that could facilitate the actualization of the curriculum reform aims set for the PPE sector. These directions include, but are not limited to, refining the integrated PPE curriculum, reinforcing PPE teachers’ observation skills to promote authentic assessment of young children’s learning, and professionalizing the pre-primary teacher education.
Keywords: education reform; curriculum guide; curriculum orientation; pre-primary education; Hong Kong