Research Findings: A growing number of stakeholders in early childhood education (ECE) rely on self-assessment to assess and improve the quality of ECE. In this systematic review, we investigated the reliability and validity of self-assessment in ECE, summarizing findings from 27 publications. We meta-analytically synthesized findings from 25…

This paper explored the challenges to the infant care profession in Hong Kong crèches, with an aim to contribute to the existing early childhood care literature for reference and comparison elsewhere. A questionnaire survey was conducted with 55 childcare workers and 12 supervisors, followed by interviews with some selected participants to examine…

Studies on parental views and experiences of the integrated programme implemented in mainstream early childhood settings for children with disabilities are dominated by the perspectives of mothers and teaching personnel. Additionally, most of these studies are largely from Western countries. This hermeneutic phenomenological study attempts to…

This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of…

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in…

In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders' attitudes. Teachers…

The integration of children with disabilities in mainstream early childhood settings is a common practice in many developed and developing countries world-wide. A number of key points have been raised concerning such integration, including the increased attention to civil education about the rights of persons with disabilities, training for…

To determine the associations between autism developmental profiles and cooperation with an oral health screening among preschool children with autism spectrum disorders (ASDs). A random sample of Special Child Care Centres registered with the Government Social Welfare Department in Hong Kong was selected (19 out of 37 Centres). All preschool…

This study investigated how a set of newly developed indicators of early learning and teaching by the government, which was based on western ideology of child learning, was implemented in a Chinese context like Hong Kong. Twelve early childhood settings of 5747 children and 284 staff volunteered to implement the indicators within two years and the…

The purpose of this study was to examine the reliability and validity of the Chinese version of the Psycho-educational Profile-Revised (PEP-R). The Chinese PEP-R (CPEP-R) was administered to 63 preschool children with symptoms of autistic disorder recruited from special child-care centers in Hong Kong. Results showed that the scales of the CPEP-R…

Hong Kong's most recent education reform proposal is the "Consultation Document of the Working Party on Harmonisation of Pre-primary Services" ("Consultation Document".) This examines the feasibility of combining kindergarten and childcare centres and having one single body regulating them. It has stimulated great responses…