- Title
- Kindergarten teachers’ spiritual well-being impacts holistic early childhood education
- Creator
- Ng, David; Fisher, John
- Date
- 2022
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/190966
- Identifier
- vital:17740
- Identifier
-
https://doi.org/10.1080/1364436X.2022.2066067
- Identifier
- ISSN:1364-436X (ISSN)
- Abstract
- This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers’ perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers’ expectations of HECE; and their perceptions of parental involvement in their young children’s development. This study revealed that kindergarten teachers’ spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
- Publisher
- Routledge
- Relation
- International Journal of Children's Spirituality Vol. 27, no. 3-4 (2022), p. 141-157
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright © 2022 Informa UK Limited
- Subject
- 3901 Curriculum and pedagogy; 3902 Education policy, sociology and philosophy; 5004 Religious studies; Early childhood; Holistic education; Kindergarten teachers; Spiritual well-being
- Reviewed
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