Assignment task 1: Essay outline

Saracho, O. N. (2023). Theories of child development and their impact on early childhood education and care. Early Childhood Education Journal, 51, 15-30. https://doi.org/10.1007/s10643-021-01271-5

Iruka, I. U. (2023). Chapter 2: The Principles in practice: Understanding child development and learning in context. In NAEYC, S Friedman, BL Wright, & ML Masterson (eds.), Developmentally appropriate practice in early childhood programs serving children from birth through age 8 – Fourth edition (pp. 86-109). NAEYC. (e-copy available in HKU Library/ Course Readinglist@HKU)

Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). Thats just impossible in my kindergarten. Advocating for glocal early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155174. https://doi.org/10.1177/1478210320956500

Masterson, M. (2023). Chapter 9: Teaching to enhance child development and learning. In NAEYC, S Friedman, BL Wright, & ML Masterson (eds.), Developmentally appropriate practice in early childhood programs serving children from birth through age 8 – Fourth Edition (pp. 181214). NAEYC. (e-copy available in HKU Library)

Zosh, J., M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., . . . Whitebread, D. (2017). Learning through play: A review of the evidence. https://cms.learningthroughplay.com/media/wmtlmbe0/learning-through-play_web.pdf

Chan, S. W. Y., & Rao, N. (2024). Implementing play-based pedagogy in early childhood education in Hong Kong. In R. M. Holmes & J. L. Roopnarine (eds), Culture, schooling, and children’s learning experiences (pp. 165-180). Oxford University Press. https://doi.org/10.1093/9780191982651.001.0001

Rao, N., & Li, H. (2008). “Eduplay”: Beliefs and practices related to play and learning in Chinese kindergartens. In I. Pramling-Samuelsson & M. Fleer (Eds.), Play and learning in early childhood settings: International perspectives (pp. 97-116). Dordrecht: Springer.

Cohrssen, C., & Garvis, S. (Eds.). (2021). Embedding STEAM in early childhood education and care. Palgrave Macmillan. (e-copy available in HKU library/ Readinglist@HKU)

Dodge, D.T. (2004). Early childhood curriculum models: Why, what and how programs use them. Child Care Information Exchange, January/February, 7174. https://www.childcareexchange.com/library/5015571.pdf

Yang, W., & Li, H. (2018). Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen. Journal of Curriculum Studies, 50(4), 560585. https://doi.org/10.1080/00220272.2018.142836

Chan, W. L. (2012). The transition from kindergarten to primary school, as experienced by teachers, parents and children in Hong Kong. Early Child Development and Care, 180:7, 973993. https://doi.org/10.1080/03004430802586130

Dockett, S., Petriwskyj, A., & Perry, R. (2014). Theorising transition: Shifts and tensions. In M. Fleer & I. Pramling Samuelsson (Eds.), Transitions to school: International research, policy and practice (Vol. 9, pp. 118). Dordrecht: Springer-Verlag.