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Betty Chan,Grace Choy 환태평양유아교육연구학회 2010 Asia-Pacific journal of research in early childhoo Vol.4 No.2
Early childhood education professionals in the Asian Pacific regions are facing various diversities, including economic and social diversities, cultural diversities, diversities in religious beliefs or value systems, and diversities in early childhood teacher education and school administration. Despite the different areas of diversities, they are united with one goal, that is, providing quality education for the benefit of children that meet their developmental needs. The Chinese concept of “He” or Harmony is instrumental in understanding “unity in diversity”. Harmony presupposes the existence of differences. Early childhood education in the Asian Pacific regions can be different and yet harmonious. By sharing latest research and teaching experience among early childhood professionals in an international platform such as PECERA, they can be united by vigorously proven theories and the most effective pedagogies, and it is achieved in a supportive environment.
Betty Chan,Maria Lee,Grace Choy 육아정책연구소 2009 International Journal of Child Care and Education Vol.3 No.1
The ecology and development of Hong Kong early childhood education is molded by the continuous and dynamic interactions between major stakeholders: government, school administrators and teacher educators. Hong Kong early childhood education is driven by three forces: policy, advocacy, and quality. These diverse forces compete with each other to become the dominant discourse in the field. Over the years, the voice of a particular force became more prominent than the other after an intricate interactions and negotiations between the different parties. This paper reviews the development of Hong Kong early childhood education policy from 1930s to present and examines its impact from the perspectives of teacher educators and school administrators.