Culturally Situated Pedagogies in Hong Kong Kindergartens [electronic resource] : Towards Glocalization / edited by Alfredo Bautista.

Інтелектуальна відповідальність: Вид матеріалу: Текст Серія: Curriculum and School Development in Asia ; 3Публікація: Singapore : Springer Nature Singapore : Imprint: Springer, 2026Видання: 1st ed. 2026Опис: XI, 267 p. 28 illus., 26 illus. in color. online resourceТип вмісту:
  • text
Тип засобу:
  • computer
Тип носія:
  • online resource
ISBN:
  • 9789819502813
Тематика(и): Додаткові фізичні формати: Printed edition:: Немає назви; Printed edition:: Немає назви; Printed edition:: Немає назвиДесяткова класифікація Дьюї:
  • 372.21 23
Класифікація Бібліотеки Конгресу:
  • LB1139.2-.5
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Вміст:
1. Culturally situated pedagogies in Hong Kong early childhood education -- 2. Early childhood education in Hong Kong: A critical review from the historical and cultural perspectives -- 3. A cultural perspective on Hong Kong’s kindergarten education curriculum: What’s next? -- 4. The thematic approach in Hong Kong kindergartens: Development, implementation, and hybridisation -- 5. Implementing the project approach in a Hong Kong kindergarten: A tale of glocalization and hybrid pedagogy as a situated “third space” in theory and practice.
У: Springer Nature eBookЗведення: This open access book focuses on how to design, implement, and evaluate culturally situated pedagogies in Hong Kong kindergartens, aligned with traditional expectations, values, and norms in Asian societies. The book provides concise, accessible, yet rigorous conceptual and theoretical explanations to underpin and justify teachers’ pedagogical choices in kindergarten classrooms. The chapters examine the importance of the various learning areas included in the curriculum framework, discussing specific learning objectives, teaching methodologies, appropriate strategies for curriculum integration, and examples of class activities. Moreover, the chapters suggest practical tips for practitioners (from teachers to principals), teacher educators, and curriculum designers in Hong Kong and other societies with similar socio-cultural characteristics, such as Mainland China, Taiwan, Singapore, Japan, and Korea. .
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1. Culturally situated pedagogies in Hong Kong early childhood education -- 2. Early childhood education in Hong Kong: A critical review from the historical and cultural perspectives -- 3. A cultural perspective on Hong Kong’s kindergarten education curriculum: What’s next? -- 4. The thematic approach in Hong Kong kindergartens: Development, implementation, and hybridisation -- 5. Implementing the project approach in a Hong Kong kindergarten: A tale of glocalization and hybrid pedagogy as a situated “third space” in theory and practice.

Open Access

This open access book focuses on how to design, implement, and evaluate culturally situated pedagogies in Hong Kong kindergartens, aligned with traditional expectations, values, and norms in Asian societies. The book provides concise, accessible, yet rigorous conceptual and theoretical explanations to underpin and justify teachers’ pedagogical choices in kindergarten classrooms. The chapters examine the importance of the various learning areas included in the curriculum framework, discussing specific learning objectives, teaching methodologies, appropriate strategies for curriculum integration, and examples of class activities. Moreover, the chapters suggest practical tips for practitioners (from teachers to principals), teacher educators, and curriculum designers in Hong Kong and other societies with similar socio-cultural characteristics, such as Mainland China, Taiwan, Singapore, Japan, and Korea. .

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