目 目
Contents
Foreword 6
Chapter 1 Overview 7-16
1.1 Rationale 8
1.2 Background 8 1.3 Core Value and Guiding Principles of Curriculum 9
Design
1.4 Development and Learning of Children 11
1.5 Strengths and Development 12
1.6 Current Situation and Changes 12
1.7 Directions of the Review 13
1.8 Consultation and Views 14
1.9 Summary of Each Chapter 14
1.10 Aims and Use of the Guide 16
Chapter 2 Curriculum Aims and Framework 17-48 What should children learn?
2.1 Curriculum Rationale 18
2.2 Curriculum Aims 19
2.3 Developmental Objectives 21
2.3.1 Developmental objectives and their elaboration 23 2.3.2 Interrelationship between developmental objectives 25 2.4 What to Learn? How to Learn? How to Assess? 25
2.5 Real-life Themes 28
2.6 Curriculum Framework and Learning Areas 28 2.6.1 Learning Area - Physical Fitness and Health 31 2.6.2(a) Learning Area - Language (Chinese) 34
2.6.3 Learning Area - Early Childhood Mathematics 39 2.6.4 Learning Area - Nature and Living 41 2.6.5 Learning Area - Self and Society 44 2.6.6 Learning Area - Arts and Creativity 46
Chapter 3 Whole-school Curriculum Planning 49-60 How to design a developmentally
appropriate curriculum for children?
3.1 Directions of Curriculum Planning 50
3.2 Analysis of Context 53
3.3 Organisation of Aims and Content 53
3.4 Formulation of Strategies 56
3.5 Evaluation of Effectiveness 59
Chapter 4 Learning and Teaching and Assessment 61-73 How do children learn?
How can teachers facilitate children’s learning and conduct assessment?
4.1 Approaches to Learning and Teaching 62
4.2 Roles of Teachers 63
4.3 Learning and Teaching Resources and Community 63 Resources
4.4 Learning through Play 64
4.5 Assessment for Learning 68
Chapter 5 Catering for Learner Diversity 75-82
How to create an inclusive learning
目 目
Contents
5.3 Recommendations on Strategies 77
5.4 Children with Potential Difficulties in Development 80 or Special Learning Needs
5.5 Non-Chinese Speaking or Newly-arrived Children 81
Chapter 6 Adaptation to School Life and the Interface 83-92 between Kindergarten and Primary Education
Collaboration among parents,
kindergartens and primary schools
6.1 How to Facilitate the Interface 84
6.2 Adaptation to School Life 85
6.3 Interface between Kindergarten and Primary Education 87
Chapter 7 Home-School Co-operation and 93-97 Community Participation
Consensus and partnership among all stakeholders are necessary to
nurture children
7.1 Partnership 94
7.2 Principles of Implementation 95
7.3 Recommendations on Implementation Modes 97
Chapter 8 Teachers’ Professional Development 99-103 Continuously enhancing professional
competence and establishing learning communities
8.1 Directions 100
8.2 Strategies 101
8.3 Implementation 102
Appendices
Appendix 1 A Proposed Set of Values and 104 Attitudes for Incorporation into the
School Curriculum
Appendix 2 Developmental Characteristics of 105-108 Children from 2 to 6 Years Old
Appendix 3 Characteristics of Language 109 Learning (Chinese) of Children
Appendix 4 Characteristics of Language 110 Learning (English) of Children
Appendix 5 Chinese Learning for Non-Chinese 111 Speaking Children
Glossary 118-122
Bibliography 123-127
Membership Lists 128-132
Foreword
In light of the changes in society and the needs of children, the Curriculum Development Council (CDC) conducted a review on the “Guide to the Pre-primary Curriculum” (2006), and proposed key emphases to further enhance the kindergarten curriculum. The CDC is an advisory body that provides recommendations to the Hong Kong Special Administrative Region Government (HKSARG) on school curriculum development from kindergarten to Secondary Six. Members of the Council include principals, teachers, parents, employers, scholars of tertiary education institutions, professionals of related sectors, representatives of the Hong Kong Examinations and Assessment Authority, representatives of the Vocational Training Council, and officers of the Education Bureau.
To align with the objectives of education as stated in the “Report of the Committee on Free Kindergarten Education” alongside other relevant initiatives, this Guide is named as the “Kindergarten Education Curriculum Guide” to indicate the continuity among the kindergarten, primary and secondary education curricula, forming a coherent and co-ordinated education system to achieve the goal of whole-person education.
In this Guide, “schools” refers to kindergartens, kindergarten-cum-child care centres and schools with kindergarten classes serving children aged from 2 to 6 years.
Views or suggestions on the “Kindergarten Education Curriculum Guide” are welcome and may be sent to the Secretariat of the Curriculum Development Council Committee on Early Childhood Education by post, fax or e-mail:
Address: 13/F, Wu Chung House, 213 Queen’s Road East, Wanchai, Hong Kong
Fax: 2573 5299
E-mail address: cdikp_kg@edb.gov.hk
Chapter 1
Overview
1.2 Background 1.1 Rationale
Overview
Children are society’s hope for the future. Early childhood is an important stage of development.
Stakeholders have earnest expectations for quality kindergarten education.
Quality kindergarten education should be aligned with primary and secondary education in laying a firm foundation for the sustainable learning and growth of children, fostering in children a balanced development in the domains of ethics, intellect, physique, social skills and aesthetics, thus achieving the goal of whole-person education.
In 2000, the Education Commission issued “Learning for Life, Learning through Life: Reform Proposals for the Education System in Hong Kong”, which set out the goals of education for Hong Kong in the future:
“To enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so that he/she is capable of lifelong learning, critical and exploratory thinking, innovating and adapting to change.”
In line with the directions of educational reform, the CDC Kindergarten
education should be aligned with primary and secondary
education to foster in children a balanced development in the domains of ethics, intellect, physique, social skills and aesthetics, thus achieving the goal of whole-person education.
1.3 Core Value and Guiding Principles of Curriculum Design
In 2015, the Committee on Free Kindergarten Education published a report to make recommendations on the policy of future kindergarten education and set out the following objectives of kindergarten education:
“To lay the foundation of lifelong learning by fostering in children an inquisitive mind, an interest in learning and exploration, a balanced development, a healthy self-concept, and the ability and confidence to adapt to the ever- changing world.”
In order to inform the direction of the curriculum review and facilitate ongoing renewal of the curriculum, the CDC took into account the education objectives as stated in the Report of the Committee on Free Kindergarten Education and consolidated the characteristics of children’s development and learning, the development, strengths and current situation of local kindergartens, as well as the experiences that kindergartens have gathered through their efforts over the years. The CDC also conducted comprehensive consultation on the curriculum and collected views from different stakeholders.
Core Value
We maintain the rationale stated in the “Guide to the Pre-primary Curriculum” (2006), adopt “child- centredness” as our core value, and uphold the essential principle of “Understanding and respecting the unique developmental patterns of every child.”
Guiding Principles
(i) Catering for the growth and developmental
(ii) Providing real-life, sensory and interesting learning experiences
For a quality Kindergarten Education curriculum, emphasis should be placed on nurturing children’s interest in learning and sustaining their learning motivation. Providing real-life, sensory and interesting learning experiences helps children gain first-hand life experiences and knowledge, thus achieving the prescribed curriculum aims.
(iii) Catering for learner diversity and the different needs of children
Children are unique individuals whose abilities, personalities, interests, backgrounds, cultures, living habits and modes of learning are varied.
Teachers should have reasonable expectations of children and provide them with appropriate support, so that children with diverse characteristics and needs can enjoy learning in the same school.
(iv) Sustaining the strengths of the existing school- based curriculum
The curriculum of kindergartens in Hong Kong has always been adaptable and flexible. A caring and professional teaching force has been providing children with school-based learning experiences to cater for different needs. The design of the curriculum should build on school-based experiences and strengths to enable continuous enhancement.
(v) Collaboration among school, family and community
Quality kindergarten education relies on collaboration among school, family and community in which all stakeholders have close communication and co- operation. Stakeholders should also agree on the core value of “child-centredness” and share with one another the objectives and directions of kindergarten education to ensure mutual support and alignment.
We intend for quality kindergarten education to nurture every child so that they become happy, healthy, Adopt “child-
centredness” as our core value, align with the characteristics of children’s
development and learning, and review the development, strengths and current situation of kindergartens.
1.4 Development and Learning of Children
Figure 1: Core value and guiding principles of curriculum design
Learning activities should provide children with opportunities for free exploration, cater for children’s development and interests, make use of sensory stimulation and real-life themes,
The growth and development of children involves various domains including cognition, physique and social skills.
These areas are complementary and interrelated.
Children vary in their pace of development. The Kindergarten Education curriculum upholds the core value of “child-centredness”, and regards children as unique individuals. Standardised criteria should not be used to assess children’s performance and achievements.
The following are insights into “how children learn”
with reference to the literature on Developmental and Educational Psychology:
.
Children are full of curiosity and active in learning.
Children have different modes of learning.
Children enjoy exploring with their senses to learn1.5 Strengths and Development
To sustain and enhance children’s learning interest and motivation, teachers should:
.
provide children with opportunities to explore freely, discover knowledge and validate their discovery.
care for the interests, development and needs of children, and take note of their differences.
encourage children to learn by using their senses and promote all-round development.
choose real-life themes and provide children with interesting learning experiences.
create a friendly, respectful, accepting, appreciative and harmonious learning atmosphere.
The Kindergarten Education curriculum in Hong Kong is flexible and dynamic. It responds readily to the various needs of children and keeps abreast of the educational developments and trends..
The teaching force in the field of kindergarten education is caring, dedicated and professional. Pre-service and in-service professional development programmes have been raising standards of professionalism of teachers to facilitate the development of kindergarten education..
Parents care about their children with respect to their growth and needs in various domains of development and are keen to participate in the parent activities and seminars organised by schools..
Society recognises the importance of kindergarten education in the growth of children, and firmly believes that schools can establish a good foundation for children’s whole-person development..
Starting from the 2017/18 school year, the Government will provide 15-year free education and implement the policy of Free Quality Kindergarten Education to improve school environments and enhance the professionalism of teachers. It is an opportunity to1.6 Current
Situation and
Changes
1.7 Directions of the Review
.
The prevalence of electronic screen products has resulted in children having more opportunities to encounter such products. It poses a serious challenge to children’s physical, emotional and social development, as well as their modes of learning..
Parents’ concern about the learning performance of their children can gradually shape a competitive culture.Some parents push for learning performance to meet their own high expectations, which exerts pressure on the physical and psychological development of their children.
.
Parents are generally protective. Some parents intend to do everything for their children, which leads to dependence and reduces the opportunity for children’s self-care abilities to develop..
In conjunction with changes in the demographic structure and policies, the admission rate of non- Chinese speaking (NCS) children and cross-boundary students has changed. Members of society and teachers have developed an enhanced understanding and concern for learner diversity and the different learning needs of children.This curriculum review includes the following key emphases:
.
focusing on nurturing in children a balanced development.
strengthening the promotion of moral education.
providing elaboration on the learning objectives of each learning area.
reinforcing catering for learner diversity and promoting an inclusive culture.
promoting the use of real-life themes to connect each learning area.
promoting learning through play and strengthening the element of free exploration in play.
Chapter Summary of Contents
Chapter 1: Overview
Introducing the rationale, positioning and core value of the Kindergarten Education curriculum, as well as the guiding principles and directions of the curriculum review
Chapter 2: Curriculum Aims and Framework
Elaborating on the aims and framework of the Kindergarten Education curriculum, and the learning objectives of each learning area, as well as providing recommendations on the strategies for implementing the curriculum
Chapter 3: Whole-school Curriculum Planning
Elaborating on the framework of curriculum planning in respect of four dimensions, namely analysis of context, organisation of aims and content, formulation of strategies and evaluation of effectiveness, as well as providing specific recommendations on time allocation of activities, teaching strategies and methods of evaluation
Chapter 4: Learning and Teaching and Assessment
Elaborating on the learning characteristics of children and the roles of different stakeholders in kindergarten education;
promoting learning through play, and strengthening the element of free exploration in play
Chapter 5: Catering for Learner Diversity
Providing recommendations on the directions and strategies for promoting an inclusive environment in schools, catering for learner diversity in terms of personalities, abilities, interests, languages, cultures and living habits
Chapter 6: Adaptation to School Life and the Interface between
Kindergarten and Primary Education
Providing directions and recommendations on the measures and strategies to facilitate the interface between kindergarten and primary education and children’s adaptation to school life
Chapter 7: Home-School Co-operation and Community Participation
Providing directions and recommendations on offering children quality learning and play experiences through collaboration among school, family and community Based on the key emphases mentioned above, the CDC
arranged between June and September 2016 a series of focus group meetings and seminars in addition to the distribution and collection of questionnaires to understand the views of school principals, teachers and parents from kindergartens and primary schools as well as scholars of tertiary institutions and members of society.
The Education Bureau organised and analysed the views collected. Not only could the data be used as reference for reviewing the Kindergarten Education curriculum, they could also provide important information for the production of learning resources and the planning of future professional development activities.
With an understanding of the key emphases of the review and taking into consideration the current situation of curriculum development, resources, strengths and needs, schools can progressively implement the recommendations made in this Guide starting from the 2017/18 school year.
Schools should also encourage and make flexible arrangement for teachers to participate in professional development activities for continuous enhancement of the quality of education.
This Guide contains eight chapters. It provides recommendations on the rationale, directions and implementation of the Kindergarten Education curriculum.
The appendices of this Guide also provide a glossary and references for teachers. The chapters are summarised as follows:
1.9 Summary of Each Chapter 1.8 Consultation
and Views
Chapter Summary of Contents
Chapter 1:
Overview
Introducing the rationale, positioning and core value of the Kindergarten Education curriculum, as well as the guiding principles and directions of the curriculum review
Chapter 2:
Curriculum Aims and Framework
Elaborating on the aims and framework of the Kindergarten Education curriculum, and the learning objectives of each learning area, as well as providing recommendations on the strategies for implementing the curriculum
Chapter 3:
Whole-school Curriculum Planning
Elaborating on the framework of curriculum planning in respect of four dimensions, namely analysis of context, organisation of aims and content, formulation of strategies and evaluation of effectiveness, as well as providing specific recommendations on time allocation of activities, teaching strategies and methods of evaluation
Chapter 4:
Learning and Teaching and Assessment
Elaborating on the learning characteristics of children and the roles of different stakeholders in kindergarten education;
promoting learning through play, and strengthening the element of free exploration in play
Chapter 5:
Catering for Learner Diversity
Providing recommendations on the directions and strategies for promoting an inclusive environment in schools, catering for learner diversity in terms of personalities, abilities, interests, languages, cultures and living habits
Chapter 6:
Adaptation to School Life and the Interface between
Kindergarten and Primary Education
Providing directions and recommendations on the measures and strategies to facilitate the interface between kindergarten and primary education and children’s adaptation to school life
Chapter 7:
Home-School Co-operation
Providing directions and recommendations on offering children quality learning and play experiences through
This Guide aims to provide a clear and comprehensive curriculum framework for kindergarten principals, curriculum leaders and teachers to plan a curriculum with school-based characteristics.
Based on the missions and conditions of the schools, characteristics of children and expectations of parents and society, schools can refer to the curriculum aims, framework and recommendations on strategies as stated in this Guide to provide children with appropriate and effective learning experiences.
Other stakeholders, including parents, primary school practitioners and members of society, can also read the relevant chapters of this Guide to enhance their knowledge of children and kindergarten education and make suitable co-ordination and arrangements, so that they can work together to enhance kindergarten education and achieve the prescribed curriculum aims.
Primary school principals, vice principals, curriculum leaders and teachers can understand from this Guide the rationale, curriculum aims, content and methods of assessment of kindergarten education. An enhanced understanding of children’s modes of learning and strategies enables schools to sustain the learning interest and confidence of their new primary students, which facilitates their adaption to school life and transition from kindergarten to primary school.
Parents can also read this Guide to learn more about the aims and framework of the Kindergarten Education curriculum, understand learner diversity and the challenges children face when entering kindergarten or preparing for entering primary school. With a better understanding, parents can fully collaborate to bring about a pleasant and effective learning and life experience for children.
1.10 Aims and Use of the Guide
Apart from kindergarten
practitioners, different stakeholders including parents, primary school curriculum leaders and members of society can
refer to this Guide to enhance their knowledge of children and kindergarten education.
Chapter 2
Curriculum Aims and Framework
W h a t s h o u l d c h i l d r e n
l e a r n ?
Curriculum Aims and Framework – What should children learn?
2.1 Curriculum Rationale
This chapter sets out the curriculum rationale, curriculum aims and implementation principles to provide a comprehensive and flexible curriculum framework.
It also lists the learning objectives and the examples of learning expectations for each learning area.
With reference to the curriculum aims and framework set out in this Guide, the school’s mission and characteristics, as well as children’s development and needs, kindergartens can set their own curriculum aims and design content and related learning and teaching strategies with school-based characteristics.
The Kindergarten Education curriculum adopts the principle of promoting comprehensive and balanced development in children covering five developmental objectives, namely “Moral Development”, “Cognitive and Language Development”, “Physical Development”,
“Affective and Social Development” and “Aesthetic Development”, with a view to actualising the development in the five domains of ethics, intellect, physique, social skills and aesthetics respectively.
The five developmental objectives mentioned above are to be achieved through six learning areas, namely
“Physical Fitness and Health”, “Language”, “Early Childhood Mathematics”, “Nature and Living”, “Self and Society” and “Arts and Creativity”. Real-life learning themes that are closely related to children’s daily life experiences, cognitive abilities and interests can connect the content of the six learning areas to provide children with integrated and comprehensive learning experiences which are conducive to their learning.
The curriculum covers “Values and Attitudes”, “Skills”
and “Knowledge”, which promotes a balanced development in children through approaches of
“Real-life Themes”,
“Integrated Approach”
and “Learning through Play”.
Like the primary and secondary curriculum frameworks, the Kindergarten Education curriculum framework includes three interrelated components, namely “Values and Attitudes”, “Skills” and “Knowledge”. Together they constitute a coherent curriculum structure.
The Kindergarten Education curriculum attaches great importance to fostering children’s interest in learning, cultivating positive values and attitudes, as well as strengthening self-confidence and self-care abilities.
Regarding knowledge acquisition, emphasis is placed on constructing basic knowledge and concepts.
The aims of the Kindergarten Education curriculum are as follows:
.
To foster children’s balanced development in the domains of ethics, intellect, physique, social skills and aesthetics.
To help children develop good living habits and a strong and healthy body.
To foster in children an interest in learning, an inquisitive mind and eagerness to explore.
To instil in children positive values and attitudes The curriculum aims mentioned above are conducive to nurturing children to be happy, healthy, positive, proactive, inquisitive, communicative, sociable, creative and imaginative.It is of prime importance for children to have a comprehensive and balanced development at the kindergarten stage. Undue emphasis on the learning
2.2 Curriculum
Aims
Curriculum Aims Expectations on Children
To foster children’s balanced development in the domains of ethics, intellect, physique, social skills and aesthetics
• To show courtesy and develop basic concept of right and wrong (Ethics)
• To acquire basic cognitive and communicative abilities (Intellect)
• To maintain good health and undergo wholesome development both physically and psychologically (Physique)
• To enjoy their social life and apply basic social skills (Social skills)
• To enjoy participation in creation and appreciation of arts, and be creative and imaginative (Aesthetics)
To help children develop good living habits and a strong and healthy body
• To acquire self-care abilities (Good living habits)
• To be able to put into continuous practice of their own accord a physically and psychologically healthy lifestyle (A strong and healthy body)
To foster in children an interest in learning, an inquisitive mind and eagerness to explore
• To be curious, and fond of observing their environment and discerning how things are interrelated (An interest in learning and an inquisitive mind)
• To be capable of using the senses of sight, hearing, taste, smell and touch to explore, and understand new things of their environment (Eagerness to explore)
To instil in children positive values and attitudes
• To understand themselves, respect and care for others, have passion for life and exhibit good behaviour (Positive values)
• To be optimistic and confident, and be courageous in facing changes in life and growth (Positive attitudes)
The curriculum aims mentioned above set out our expectations of children’s development:
This Guide maintains the four developmental objectives for children as proposed in the “Guide to the Pre-primary Curriculum” (2006). The element of moral development in “Affective and Social Development” is emphasised and strengthened as “Moral Development” to achieve a balanced development in the five domains of ethics, intellect, physique, social skills and aesthetics in the curriculum.
Children’s moral development is closely related to how they understand themselves, develop the concept of right and wrong, express their emotions and feelings, and interact with others.
Hong Kong is a fast-developing international city with the traditional values being challenged in its ever- changing social context. Parents and various sectors of the community have growing expectations of the moral development of our next generation.
Research in Developmental Psychology has established that children as small as 3 years old have developed an initial understanding of the concept of right and wrong. The kindergarten stage is a crucial time for children to be nurtured in their moral development. The caring, dedicated and professional teaching force in Hong Kong kindergartens has always been committed to fostering children with positive values and attitudes.
Moral and Civic Education, which aims at nurturing in students positive values and attitudes, has been one of the Four Key Tasks in the curriculum reforms1. The respective learning content is covered in all Key Learning Areas and subjects. (For details of “Basic Education Curriculum Guide – to Sustain, Deepen and Focus on Learning to Learn (Primary 1-6)” (2014): Four Key Tasks – Achieving As a direction for
children’s balanced development, “Moral Development” is added, together with “Cognitive and Language Development”,
“Physical Development”,
“Affective and Social Development”
and “Aesthetic Development”.
2.3 Developmental
Objectives
In light of the development and characteristics of children, schools can focus on the positive values and attitudes that align with their school mission and context, e.g.
perseverance, care for others, responsibility, when planning their school-based moral education. Schools can let children experience and put into action positive values and attitudes in the daily learning environment, which has numerous opportunities for interpersonal interactions. (For details of “A proposed set of values and attitudes for incorporation into the school curriculum”, please refer to Appendix 1 of this Guide.)
Children at their elementary stage of cognitive development will find abstract moral concepts rather difficult to comprehend. Moral education should start with understanding and application so that children can come to an initial understanding of the fact that behaviours can be classified as “right” or “wrong”, as well as “good” or
“bad”. There is no pressing need to discuss with children moral issues which require higher-order thinking skills.
Schools may also invite parents to support and engage in creating an atmosphere favourable to the fostering of positive values and attitudes in children, and the promotion of moral education.
Currently, moral education is covered in all learning areas to promote children’s moral development. The related learning and teaching resources can still be used.
Teachers are encouraged to adopt continuous observation in daily learning activities in school to understand children’s moral development. Positive feedback can be provided in a timely manner to show appreciation and assure children of their good attitudes and behaviours.
Teachers are also encouraged to help children with patience and love to recognise their areas for improvement.
“Behaviour Rating Scale” or “Checklist”
should not be the only means to assess and compare children’s performance in moral development.
2.3.1 Developmental Objectives and their Elaboration
Developmental Objectives
Elaboration
Moral
Development (Ethics)
• To develop an initial understanding of the basic concept of right and wrong and nurture positive values in children
• To help children establish a positive self-image as well as optimistic and positive attitudes towards life
• To foster in children positive attitudes towards people and help them learn to respect and care for people around them
• To develop a basic understanding of their roles and responsibilities in family, school, society, country, the world and other aspects in life
Cognitive and Language Development (Intellect)
• To arouse and fulfil the curiosity of children, and to cultivate in them an inquisitive and proactive attitude towards people and things around them
• To develop children’s simple logical concepts in mathematical literacy
• To develop children’s abilities in analysis, reasoning, judgement and problem-solving
• To develop children’s abilities in language and thinking
Developmental Objectives Elaboration
Physical Development (Physique)
• To develop children’s sensory perception and abilities of concentration and observation
• To cultivate in children good living habits and self-care abilities
• To facilitate the development of children’s gross and fine motor skills
• To enable children to understand the limits of their physical capability and develop awareness for self-protection
Affective and Social
Development (Social Skills)
• To help children understand their thinking and emotions, and express their feelings and needs through appropriate means
• To enrich children’s social life experiences and strengthen their interpersonal and communication skills
• To nurture children to be sociable and to learn to establish good interpersonal relationships through negotiation and co-operation
Aesthetic Development (Aesthetics)
• To allow children to explore the artistic elements in life in an aesthetically rich and diversified environment
• To enrich children’s sensory experiences and encourage them to express their thoughts and feelings
• To stimulate children’s creativity and imagination, and encourage them to enjoy participating in creative works
• To enhance children’s quality of life and foster their interests in life by guiding them to appreciate their environment
In addition, the Department of Health has collaborated with the Education Bureau and the Social Welfare Department to develop the “Pre-primary Children Development and Bahaviour Management - Teacher Resource Kit”. It provides information on the developmental characteristics of children from 2 to 6 years old for teachers’ reference.
Developmental Objectives Elaboration
Physical Development (Physique)
• To develop children’s sensory perception and abilities of concentration and observation
• To cultivate in children good living habits and self-care abilities
• To facilitate the development of children’s gross and fine motor skills
• To enable children to understand the limits of their physical capability and develop awareness for self-protection
Affective and Social
Development (Social Skills)
• To help children understand their thinking and emotions, and express their feelings and needs through appropriate means
• To enrich children’s social life experiences and strengthen their interpersonal and communication skills
• To nurture children to be sociable and to learn to establish good interpersonal relationships through negotiation and co-operation
Aesthetic Development (Aesthetics)
• To allow children to explore the artistic elements in life in an aesthetically rich and diversified environment
• To enrich children’s sensory experiences and encourage them to express their thoughts and feelings
• To stimulate children’s creativity and imagination, and encourage them to enjoy participating in creative works
• To enhance children’s quality of life and foster their interests in life by guiding them to appreciate their environment
Developmental objectives are interrelated and complementary. Promotion of one developmental objective leads to enhancement in other objectives. For example, children who learn to use proper language to express their feelings and needs will exhibit improved communication and relationship with others. This illustrates how the affective and social development of children is enhanced by the development of their language ability. Moreover, mastering gross and fine motor skills allows children to participate in artistic creation. This illustrates how children’s physical development facilitates their aesthetic development.
2.3.2 Interrelationship between
Developmental Objectives
Figure 2: Equal importance of the five domains to achieve balanced development
Curriculum planning of kindergarten education focuses on three aspects, namely “Curriculum Aims and Content”,
“Pedagogy” and “Assessment”, to achieve the goal of promoting children’s learning.
.
What should children learn to make learning2.4 What to Learn?
How to Learn?
How to Assess?
- The learning content should cater for children’s interests to stimulate their motivation in learning.
- The themes should centre on children’s life, to provide oppounities for practice and generate meaning for learning.
- Children’s prior knowledge and experiences should be taken into account to help them gradually develop levels of deeper understanding of new things.
- A comprehensive and balanced curriculum is conducive to children’s enhancement in
“Knowledge”, “Skills” and “Values and Attitudes”.
(For recommendations on curriculum planning, please refer to Chapter 3 “Whole-school Curriculum Planning” of this Guide.)
. How should teachers facilitate children’s learning (Pedagogy)?
- Teachers should understand children’s developmental and learning characteristics, and design learning activities with abundant sensory stimulation.
- As children begin to develop their concentration, uninteresting and repetitive drilling or prolonged periods of one-way teaching should be avoided.
- Environment that is conducive to learning should be created. Interest corners should be set up to encourage self-directed learning in children.
- Teachers should be equipped with adequate subject knowledge and understanding of children’s abilities in order to choose appropriate teaching content and pedagogy that facilitate children’s understanding.
- Attention should be given to learner diversity and different learning needs during teaching so as to promote an accepting and inclusive culture in schools.
(For recommendations on learning and teaching strategies, please refer to Chapter 4 “Learning and Teaching and Assessment” of this Guide.)
Figure 3: The three orientations of planning the Kindergarten Education curriculum
.
How is learning to be promoted through understanding the learning performance of children (Assessment)?- Learning, teaching and assessment are indispensable in curriculum implementation and overall curriculum planning should be worked out at the very beginning of the term.
- No form of examinations, neither oral nor written examination, should be used in assessing children’s learning performance.
- Continuous observation, record and feedback can assure children of their learning performance and help them understand their areas for improvement.
- The data collected can serve as feedback for the school for enhancing the curriculum and facilitating children’s learning.
(For recommendations on assessment strategies, please refer to Chapter 4 “Learning and Teaching and Assessment”
of this Guide.)
Real-life themes, such as family, festivals and community, can be used as the main focus in curriculum organisation to connect the content of different learning areas.
Designing integrated learning activities using themes can connect the content of different learning areas and help children connect the learning content with their life.
In addition to arousing their interest in learning, children should be given ample opportunities to experience the content related to the themes and understand the relationships between different concepts at school and in their daily life so as to achieve a more comprehensive understanding of what they have learned.
(For recommendations on curriculum planning, please refer to Chapter 3 “Whole-school Curriculum Planning” of this Guide.)
The curriculum framework of Kindergarten Education comprises three interrelated components, namely
“Values and Attitudes”, “Skills” and “Knowledge”
and covers six different learning areas, including “Self and Society”, “Nature and Living”, “Physical Fitness and Health”, “Arts and Creativity”, “Early Childhood Mathematics” and “Language”, which concurs with the five developmental objectives proposed in this Guide.
This provides children with comprehensive learning experiences.
The classification of learning content into different learning areas provides a framework for reviewing the comprehensive and balanced learning elements to ensure children’s whole-person development in the domains of ethics, intellect, physique, social skills and aesthetics. However, it is not intended to promote learning by subjects.
2.5 Real-life Themes
2.6 Curriculum Framework and Learning Areas
Adopting real-life themes to connect learning areas
through an integrated approach.
Guide to the Pre-primary Curriculum
(2006)
Amendments Purposes
Early Mathematics
Early Childhood Mathematics
To show explicitly that learning of mathematics at this stage should take into account children’s growth and their developmental needs
Science and Technology
Nature and Living
• To avoid confusion with the “subject- based” curriculum framework
for primary/
secondary schools
• To focus on cultivating curiosity and exploring
phenomena in life and nature
Arts Arts and
Creativity
To place emphasis on the learning elements of free expression and creativity
Figure 4: Kindergarten Education Curriculum Framework
The following sections set out the rationale, learning objectives, examples of learning expectations, as well as pedagogical approach for all learning areas based on the learning and developmental characteristics of children at the kindergarten stage.
2.6.1 Learning Area - Physical Fitness and Health
To help children develop a strong and healthy body, an interest in participating in physical activities, positive values and attitudes and good living habits.
Rationale
The World Health Organisation (WHO) defines “health”
as “a state of complete physical, mental and social well- being” and not merely the absence of disease or infirmity.
Therefore, in addition to attaining physical fitness and being disease-free, children should also maintain a joyful state of mind, a healthy body and a good social life, in order to be genuinely healthy.
Active participation in physical activities not only enables children to promote musculoskeletal development, enhance cardiopulmonary endurance and prevent chronic diseases, but also helps them build self-confidence and self-worth, strengthen willpower and perseverance, and learn to observe rules and respect others.
Schools are recommended to help children of different age groups develop a strong and healthy body, an interest in participating in physical activities, positive values and attitudes and good living habits through diversified physical activities.
Schools can refer to the “Physical Activity Guide for Children Aged 2 to 6” published in 2014 by the Department of Health when formulating strategies to foster children’s physical development and raise the awareness of teachers, children and parents regarding physical activities. This can facilitate collaboration with parents to nurture a healthy lifestyle in children.
Learning Objectives Examples of Learning Expectations
To develop gross and fine motor skills, acquire control over basic movements, and understand the concepts of space and direction
• Develop gross and fine motor skills and acquire abilities to control basic movements:
- Develop basic skills and movements, such as walking, running, jumping, crawling, balancing and throwing - Develop the skills of balancing, moving and controlling - Learn the right postures, develop co-ordination,
flexibility, sensitivity and sense of rhythm, and strengthen muscle strength and endurance
• Understand the concepts of space and direction:
- Understand the concept of space by co-ordinating the senses
- Understand the concept of direction such as up and down, left and right, front and back through dynamic physical activities
To nurture an interest and habit of active participation in physical activities, and develop positive values and attitudes
• Be willing to participate in group activities, observe rules and respect others, and develop self-confidence and courage as well as social skills
• Learn to get along with others and cultivate team spirit
• Be willing to take risks, unafraid of failures and persistent
• Understand the importance of co-operation in social life and to strengthen the sense of belonging and collective responsibility
To use senses to explore the surroundings, raise awareness of health and safety, and develop self- protection abilities
• Identify the functions of the five senses, i.e. sight, hearing, taste, smell and touch, and improve knowledge of the body
• Develop good living and hygiene habits
• Develop a basic understanding of health and safety, and have a sense of self-protection
Learning Objectives and Related Examples of
Learning Expectations
Pedagogical Approach
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Teachers are encouraged to pay attention to children’s health conditions at all times during physical activities to ensure they are healthy and fit enough to do exercise, have no symptoms of infectious diseases and are suitable for participating in group activities..
Prolonged and intense exercise should be avoided to prevent health risks due to physical exhaustion..
Flexibility should be applied when designing the content and scope of activities, and factors such as time, season and venue (indoor or outdoor) should be duly considered. Space should be fully utilised to allow children to engage in physical activities with sufficient safety precautions..
Learning content should be organised according to the principle of progressing with an increasing degree of difficulty and complexity. Children should be given sufficient practice time and encouragement to enable them to enhance their abilities step by step..
More appreciation and recognition of children’s performance should be given to encourage new attempts and enhance their self-confidence. Comparison of children’s abilities should be avoided, and recognition should be given to the efforts and progress they have made during the process.Language education for children should start with nurturing an interest in language and good learning attitudes.
Rationale
Chinese is the medium of communication for most people in Hong Kong (with Cantonese as the major spoken language, while Putonghua and other dialects are also in use. Traditional Chinese characters are mainly used in reading and writing), and most schools adopt Chinese as the medium of instruction. We recommend developing children’s Chinese ability first.
Language education for children should start with nurturing an interest in language and good attitudes towards language learning. In general, children’s listening and speaking abilities should be nurtured first. They can be exposed to an authentic and language-rich environment with various types of language materials for developing their abilities.
Children develop the ability to listen and speak a language before they exhibit reading and writing abilities. Schools are recommended to provide children with fun and real-life listening and speaking experiences, and to enrich children’s reading and writing experiences on the basis of their good listening and speaking abilities.
In addition, as there are more opportunities for children to listen to and speak Putonghua, teachers can adopt the principles mentioned above, take into account children’s background and characteristics as well as their professional knowhow and judgement in organising interesting and diversified activities, such as play and singing nursery songs, to expose children to Putonghua in a relaxing and joyful context to conform with the diversified language environment of Hong Kong.
2.6.2
(a)Learning Area - Language
(Chinese)
Learning Objectives Examples of Learning Expectations
To develop an interest in language learning (Chinese)
• Enjoy participating in language activities e.g. singing nursery songs, listening to stories and reading books
• Listen attentively and understand what others say, and communicate in speech or express ideas and feelings in drawing and writing
• Actively ask questions and respond to teachers’
questions
• Understand the timeline or causal relationship of events in daily conversations, life experiences and stories
To develop a good attitude towards communication
• Hold attention and show patience when communicating with others
• Be willing to communicate with others with courtesy, and wait until his/her turn to speak
• Speak in a gentle tone using the right words
To build a foundation for language use gradually
• Pay attention to the language materials in everyday life and recognise the characteristics of language
• Develop the habit of reading, take the initiative to read, and acquire the basic skills for reading such as the directionality of text
• Imitate the intonation and pace of adult speech and start to organise ideas for own expression
Learning Objectives and Related Examples of
Learning Expectations
Pedagogical Approach
.
Taking into account the characteristics and pace of language development among children, kindergartens should provide them with integrated language learning experiences with listening, speaking, reading and writing experiences incorporated naturally into the daily teaching contexts..
Catering for children’s interests, life experiences and prior knowledge, strategies such as singing nursery rhymes, listening to stories, daily conversations, play and reading picture books should be adopted to enrich children’s language experiences. (For the characteristics of children learning language (Chinese), please refer to Appendix 3 of this Guide.).
Encourage children to stay focused and listen attentively to others, and instruct children to respond politely, thus developing a good attitude towards communication..
Learning to write should align with children’s physical development. Schools should not ask K1 children to hold a pencil and write. Teachers are recommended to arrange diversified activities to enhance children’s fine motor skills, facilitate their eye-hand co-ordination, and help them develop the concept of orientation and the proper sitting posture..
After children possess the aforementioned pre-writing related skills, teachers can create meaningful contexts to let children start learning to write basic strokes and then simple characters.Chinese Learning for Non-Chinese Speaking Children
.
The earlier non-Chinese speaking (NCS) children are exposed to Chinese, the quicker they can develop an interest and confidence in learning and integrate into the local community. We encourage parents of NCS children to arrange for their children to study in kindergartens as early as possible, so their children can be immersed in an authentic Chinese language environment..
The opportunity for NCS children to be exposed to the Chinese Language before admission to school or outside the classroom is relatively limited. As models demonstrating language use for children, teachers are advised to speak slowly and express ideas with the aid of body language, pictures or real objects..
Activities such as singing nursery rhymes and story- telling can help NCS children learn Chinese in a relaxing atmosphere. Teachers may also facilitate exchange among children by providing more opportunities for local and NCS children to play together, so that both parties benefit from the increased listening and speaking practice..
Teachers may adapt the learning content and choose themes that children are more familiar with, for example, festivals, food, clothing and living habits to allow sharing of culture and customs among children of different races. This not only increases the resonance and interest in the learning content in NCS children, but also encourages their language communication.(For the learning process, difficulties, learning and teaching strategies, as well as the support and resources for Chinese learning for NCS children, please refer to Appendix 5 of The earlier non-
Chinese speaking children start to learn Chinese, the quicker they can adapt to the local curriculum and integrate into the local community.
2.6.2
(b)Learning Area - Second
Language (English)
Rationale
The language experiences acquired by children at an early age have tremendous effects on their language development. Children often see and hear English in their everyday life, and the early experience with English can help them develop an interest in the language. Proper guidance and encouragement from teachers will help children develop awareness and concepts of English at an early stage, which lay the foundation for their future English language development.
At the kindergarten stage, in light of the development of language ability and needs of children, teachers can provide an interesting, meaningful and authentic English environment to build their confidence in using simple English for communication with others. (For the characteristics of children learning language (English), please refer to Appendix 4.)
Learning Objectives Examples of Learning Expectations
To build an interest in English
• Display interest in English signage or broadcasts in their surroundings
• Enjoy singing nursery songs and saying rhymes in English and participate in fun English activities
• Find pleasure in listening to or reading English stories To develop the attitude
and confidence in interacting with people and their environment using simple English
• Understand English words and conversations related to everyday life
• Enjoy using simple English words, phrases or sentences to respond to questions, requests or instructions related to their life and school experiences
To gradually develop • Gradually understand the English alphabet and simple
Learning Objectives and Related Examples of
Learning Expectations
Pedagogical Approach
.
As models of language learning for children, teachers should possess good proficiency in spoken English, speak with accurate pronunciation and use language correctly..
Teachers should use authentic materials to create a language-rich environment to cultivate children’s interest in English and motivate them to learn. Fun listening and speaking activities, such as singing nursery songs, listening to stories and engaging in daily conversations can improve children’s confidence in using English..
Shared reading of English picture books and big books can help children develop an awareness of English print, the concept of books, basic reading strategies and an interest in reading..
Teachers can make use of different sessions to enrich children’s English language experiences. For example, engaging children in simple English conversations during snack time or morning assembly, singing familiar English nursery songs with children when they wait for the start of the next activity, or displaying English materials in the classroom may enhance children’s English learning experience..
Mechanical copying, recitation or memorisation of learning content does not benefit children’s English language development, but imposes stress on children’s learning and undermines their interest in the language.Rationale
Mathematical concepts are closely related to children’s life. Real-life and contextualised learning can help children become aware of the relationship between mathematics and their life. Children should be encouraged to put into practice what they have learned by using mathematical
2.6.3 Learning Area - Early Childhood Mathematics
To develop children’s
Learning Objectives Examples of Learning Expectations
To develop an interest in learning mathematics
• Display an interest in numbers and quantities in their environment, and recognise the concepts represented by numbers and mathematical symbols
• Be aware of the shapes of objects and enjoy using their senses to compare the sizes, shapes and weights of objects
• Be interested in the patterns of ordering of different things, enjoy exploring and trying to imitate the patterns of ordering
• Be willing to think and solve daily life problems by using mathematics
To be aware of the relationship between mathematics and life, and gradually build up the ability to think and solve daily life problems by using mathematics
• Understand the relationship between numbers and quantities, and be able to compare and tell the differences in quantity by using mathematical language
• Explore the properties of quantity, shapes and space (e.g. front, back, left, right) by various methods such as observation and touching
• Recognise the properties of objects, and conduct activities such as sorting, ordering and sequencing
• Develop the concept of time and recognise the regularity of days, months and alternation of seasons, and be able to express time
To cultivate an attitude to actively observe and care about things around them that are related to mathematics
• Express thoughts by using mathematical expressions such as more/less, long/short, addition/subtraction, front/back and left/right
• Search for and appreciate various things in their environment that are related to mathematics and cultivate an attitude that promotes careful observation of the surroundings
Learning Objectives and Related Examples of
Learning Expectations
Pedagogical Approach
.
To cater to children’s development and thinking ability, teachers should assist children to understand basic mathematical language step by step and foster their sensitivity to numbers and space..
Teachers should make use of daily activities and play to introduce and consolidate mathematical concepts as appropriate. The introduction of mathematical concepts should follow the principle of simplicity and concreteness concentrating on one attribute at a time and progressing gradually..
One-way teaching and repetitive drilling on operations of mathematics can cause resentment. The activities should match children’s interests. Teachers can create real-life learning contexts and select suitable objects and teaching aids to facilitate children’s learning..
Children’s language development and their formation of mathematical concepts are complementary to each other. Teachers are recommended to use mathematical concepts more often to discuss with children about the things they encounter in their everyday life and encourage children to communicate among themselves.Rationale
Children are curious by nature. “Nature and Living”
emphasises developing and sustaining in children curiosity and exploratory spirit to help them learn how to acquire knowledge, and to instil in them the values and attitudes to respect, appreciate and cherish the environment and nature.
There are various interesting phenomena in nature, for
2.6.4 Learning Area -
Nature and
Living
Understanding scientific concepts through observation of phenomena in nature;
gaining a preliminary understanding of modern technology and the influence it brings to us
through everyday life experiences.
Rapid technological advancement changes our living habits. Teachers can guide children to be aware of the technological products in their everyday life to gain an understanding of their use and changes over the course of time in order to make good use of technology.
Schools should create a safe environment for children to express their thoughts towards nature and surroundings, and to experience the relationship among nature, technology and our everyday life, through observation, prediction and comparison.
Learning Objectives Examples of Learning Expectations
To develop curiosity about the environment and phenomena around and to enjoy exploring the surroundings and nature
• Be curious about natural phenomena and display a desire for exploration
• Take the initiative in understanding their surroundings and be willing to try out technological products
• Develop an attitude of inquisitiveness and truth-seeking
To cultivate an objective and open-minded attitude; to acquire basic exploratory skills through observation, questioning and making assumptions; and to develop abilities to solve problems
• Be able to observe by using the senses of sight, hearing, taste, smell and touch
• Be capable of using observation, prediction and comparison to explore and understand things in their environment
• Be able to express findings in simple language and share thoughts of things discovered
To appreciate, respect and care for nature and live an environmentally-friendly life
• Care for and appreciate the beauty of nature, animals and plants
• Develop attitudes and habits of protecting the environment and cherishing resources
• Appreciate that technology improves life and know how to make good use of technology
