Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools

Author(s): Li, Hui; Rao, Nirmala; Tse, Shek Kam;
Date Issued: July, 2012
Description: A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families
show entire record ↓
Funder(s): Research Grants Council of Hong Kong
Journal Title: Early Education and Development
Volume Number: 23
Issue Number: 4
Page Range: 603-621
Topics: International Child Care & Early Education > Cross-National Comparisons

Child Care & Early Education Provider Workforce

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: China, Hong Kong, Singapore
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

How preschool children learn in Hong Kong and Canada: A cross-cultural study Reports & Papers
Chinese preschool children's literacy development: From emergent to conventional writing Reports & Papers
Characterizing early childhood education programs for poor and middle-class children Reports & Papers
Literacy concepts of low- and middle-class four-year-olds entering preschool Reports & Papers
A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate