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1. Quality Early Education for Quality Childhood. Proceedings of the International Conference of the World Organization for Early Childhood Education (3rd, Hong Kong, November 30 - December 1, 1996).

Author

World Organization for Early Childhood (Hong Kong).

Abstract

This document contains the proceedings of a conference on early childhood education. Included are a list of the members of the executive committee of the OMEP and of the conference organizing committee, the program, the keynote addresses, abstracts, and an index of presenters. The keynote addresses were: (1) "Achieving Quality Early Care and Education Internationally: Trends and Recommendations" (Sharon L. Kagan); (2) "Quality Assurance in China's Early Childhood Education" (Chan Guo Mei); and (3) "Yin-Yang as a Sensitive Way of Evaluating Early Childhood Education" (Nadine McCrea). Topics covered in the individual papers presented at various sessions and symposia included: (1) quality in early childhood education; (2) early childhood literacy and Chinese character education; (3) social competence; (4) parents reading to children; (5) stress management for teachers; (6) children's understanding of Cantonese; (7) early intervention services; (8) a motor performance test for Hong Kong kindergarten children; (9) Chinese concepts of giftedness; (10) how beginning teachers and social workers use professional knowledge; (11) Macau's teacher education; (12) children's perceptions of themselves as learners; (13) homework in kindergarten; (14) teaching and learning strategies; (15) language instruction; (16) children's understanding of size concepts; (17) emotional education; (18) moral judgment; (19) teacher-child ratio in Macau preschools; (20) English language education; (21) visual problems in preschoolers; (22) physical education; (23) socialization through games; (24) kindergarten teachers' work attitudes; (25) parent teacher cooperation; enhancing storytelling through music; (26) using play to integrate children with disabilities; (27) parent meetings; (28) math activities; (29) meeting individual needs; (30) shared reading and language experiences; (31) hospital play; (32) outdoor sports areas; and (33) comparisons of teaching methods. Individual papers contain references. (KB)

Published
1996

2. The Creation of a Quality Environment for the Social Development of Children.

Author

Lijuan, Pang

Abstract

Many researchers in the field of education and psychology have been aware of the tremendous impact of the environment as a complex system on human development. By providing and creating the most favorable environment for children, active and wholesome social development is promoted. Three principle areas of concern in creating a quality early childhood education environment are: (1) the environment's effect on the social development of children; (2) the creation and provision of the physical setting; and (3) the provision of a psychological environment. The physical setting includes a pleasant safe and hygienic environment, arrangement of activity space, and material provision for activities. The psychological environment, denoted as the interpersonal relationships and general psychological atmosphere of a preschool, is the most important aspect in a preschool situation. Key components are: interaction between teacher and children, establishment of a caring and loving atmosphere among peers, and teacher-to-teacher interaction. As important as the preschool environment is to social development of children, a family's socioeconomic status, member make-up, mode of interaction and methods of education also weigh heavily in a child's social development. Preschool teachers must be aware of the family environment and use it to promote wholesome social development in children. (LBT)

Published
1999