Supporting the kindergarten–primary school transition in Hong Kong: reform in a teacher training programme

Yim, Eunice Pui-yu

doi:10.1080/09669760.2017.1316243

Cited by 7 publications

(5 citation statements)

References 15 publications

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“…An initial search of the literature yielded 34 publications related to filial therapy in school settings including five articles presenting a theoretical description and/or rationale for filial therapy as a school-based intervention for children with mental health presentations (Andronico & Cooper & Oliaro, 2019a;Chen & Lindo, 2018;Guerney, Stover, & Andronico, 1967;Stulmaker, 2013) and four publications relating specifically to outcomes for the facilitator of the intervention (Brown, 2000;Hess, Post, & Flowers, 2005;Robinson et al, 2007;Yim, 2016). There were an additional two publications that were excluded as duplicate studies (Bach, 1968;Hess, 2004), leaving a remaining 23 publications of experimental research studies or case studies spanning a time period between 1967 to 2019, with most studies originating from the United States.…”

Section: Resultsmentioning

confidence: 99%

A retrospective narrative review of filial therapy as a school-based mental health intervention.

Cooper¹,

Brown²,

Yu³

2020

International Journal of Play Therapy

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Filial therapy is a mental health intervention for children originally designed to address mental health clinician shortages by leveraging the time and skills of the clinician to resource the people who spend the most time with the child, rather than being directly involved in the child's treatment. The current mental health climate in many parts of the world is not dissimilar to the context in which the original filial therapy model was developed, in that there is a disparity between a demanding problem and a shortage in supply of specialist services. There remains a need in school settings for effective interventions to address social, emotional and behavioral problems in children and there is a gap in the degree of reporting on the impact of filial therapy in school settings despite a body of literature supporting the efficacy of the intervention more broadly. This retrospective narrative literature review provides a summary of current and past research publications about filial therapy as a school-based intervention and its effect on student functioning. A thorough search of the literature resulted in an initial 34 publications, 23 of which remained following application of the exclusion criteria. In this article, we adopted the IMRaD (Introduction, Methods, Results, and Discussion) approach to reviewing the literature with reference to Ferrari's (2015) recommended framework for narrative reviews. Overall support for the use of school-based filial therapy interventions was determined given their positive influence on children's functional outcomes.

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Section: Resultsmentioning

confidence: 99%

A retrospective narrative review of filial therapy as a school-based mental health intervention.

Cooper¹,

Brown²,

Yu³

2020

International Journal of Play Therapy

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“…The methodological difficulties inherent in assessing the effectiveness of training and the need for further research were emphasized. Yim (2018) explored the benefits of professional teacher training programs in Hong Kong kindergartens, interviewing participants and instructors. The results showed that teachers train and care for students by supporting their families' social and emotional aspects.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As early childhood education has been recognized as the foundation of lifelong learning, enhancing professional competence and strengthening quality assurance mechanisms are essential topics for quality early childhood education (Chan & Chan, 2003). Affected by this, the training program of teachers or staff in early childhood care has also been highly valued by international scholars in recent years (Fukkink et al, 2019; Hickey et al, 2017; Kalogiannakis, 2010; Serrano & Casanova, 2022; Yim, 2018; Yuen, 2021; Zhang et al, 2015). Pre-service training is influential in developing interactive skills and professional reflection in early childhood education and care, and it has been suggested that further investment in pre-service training is needed (Fukkink et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

Lee

2023

Sage Open

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This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants ( n = 30) from a private university’s Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr per week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman’s correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables.

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“…A successful transition requires students to have the academic skills (such as mathematics and literacy) necessary to navigate their first year successfully (Broström, S. 2003). Children are also required to have social skills and emotional stability to adjust to school life (Yim, 2017). From activity theory, Leont'ev (1981) defines the primary learning activity for preschool children as playing, whilst learning is the primary learning activity for students (Leont'ev, 1981).…”

Section: The Importance Of Transitionmentioning

confidence: 99%

Critically Discuss the Purposes of ECE Through the Analysis of International Pedagogical Perspectives

2022

RAE

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Children are observed as potentially productive individuals whose ‘productivity’ is critical to the future and development of society (Ang, 2014). Therefore, society expects that children need to be prepared for future productivity. Heckman (2011) suggests that significant economic benefits can be gained from investing in early childhood development. Specifically, early education is an invaluable investment for governments and families. Based on this perspective, countries invest in early care and education (Kulic et al., 2019). Most countries have attempted to achieve multiple purposes in ECE (Cochran, 2011; Kulic et al., 2019). Some are child-focused purposes, such as preparation for compulsory education and the socialisation of migrant children. There are also parent-oriented purposes, such as emancipating women and encouraging them to enter the labour market and meeting the childcare needs of working parents (Bianchi & Milkie, 2010). This research attempts to use the Early Years Foundation Stage (EYFS) and the Reggio approach as examples to critically discuss one of the purposes of ECE from an international pedagogical perspective. The purpose is to prepare for primary school. This is a controversial sexual purpose. This purpose will lead schools, parents, and teachers to place an over-emphasis on developing children’s academic skills and neglect other children’s needs. Therefore, the risk of schoolization of early education needs to be prevented.

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Supporting the kindergarten–primary school transition in Hong Kong: reform in a teacher training programme

Cited by 7 publications

References 15 publications

A retrospective narrative review of filial therapy as a school-based mental health intervention.

A retrospective narrative review of filial therapy as a school-based mental health intervention.

Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

Critically Discuss the Purposes of ECE Through the Analysis of International Pedagogical Perspectives

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