Curricular and Instructional Influences on Early Literacy Attainment: Evidence from Beijing, Hong Kong and Singapore

Autor/inn/en	Li, Hui; Rao, Nirmala
Titel	Curricular and Instructional Influences on Early Literacy Attainment: Evidence from Beijing, Hong Kong and Singapore
Quelle	In: International Journal of Early Years Education, 13 (2005) 3, S.235-253 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Foreign Countries; Literacy Education; Guidelines; Preschool Children; Emergent Literacy; Teacher Attitudes; Teaching Methods; Age Differences; Cultural Differences; Chinese; Teacher Qualifications; Teaching Experience; Academic Standards; Curriculum; China (Beijing); Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Ausland; Richtlinien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Kultureller Unterschied; China; Chinesen; Lehrqualifikation; Curricula; Lehrplan; Rahmenplan; Hongkong; Singapur
Abstract	This study considered curricular and instructional influences on early Chinese literacy attainment in Beijing, Hong Kong and Singapore. The participants included 198 pre-school children, their teachers and parents. Children were administered the Pre-school and Primary Chinese Literacy Scale at the age of either two or three years, and again one year later. Teachers were asked to report on their beliefs and practices related to literacy education, and classroom observations were conducted to determine the extent to which directives issued by the Beijing, Hong Kong and Singapore governments were implemented. Investigation showed that there were marked differences across the societies in curriculum guidelines and approaches to literacy teaching. Results indicated that by the age of four, pre-schoolers in Hong Kong and Singapore had significantly better Chinese literacy attainment than those in Beijing. Although age was the best predictor of attainment, location, teachers' qualifications and classroom experience also significantly contributed to children's literacy attainment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10