TNAG-1073-FCO40-1323-Policy-of-the-Government-of-Hong-Kong-on-education-including-1981 — Page 32

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4.7

There are five areas of learning which should be incorporated into the educational programme of the pre-school child:

4.8

(a)

(b)

(c)

(d)

(e)

Social and Emotional Development to encourage the child to accept and adjust to other people and acquire self confidence through an identification process in such activities as story-telling, group play, role play and dramatic play.

Activities stimulating concept formation through concrete first-hand experience. By using play materials and educational toys the child explores, observes, discriminates and classifies information, which lays the foundation for understanding more complex ideas.

Activities to develop language and facilitate communi- cation to enable the child to become more proficient in his acquisition of knowledge. A child should be encouraged to listen to stories, poetry and songs and should be helped to express his thoughts and feelings in a clear manner. Story time and activities such as games and dramatization should therefore form an important part of a kindergarten programme while every activity in which the child is engaged should be used to help to develop his linguistic ability.

Activities to develop creativity by providing materials for art work and music. Materials like paints, paper, crayon, clay and plasticine provide the child with an opportunity to express himself in a creative manner.

Motor activities to improve coordination. The child should be encouraged to use such equipment as slides and ladders, tunnels and blocks and also to take part in games requiring coordinated action.

In order to introduce these activities into the curriculum effectively, a period of intensive curriculum development will be needed and an appropriate team to carry out this work needs to be created. It is important to include kindergarten teachers in that team, and a way must be found to release suitable people from their existing jobs to devote a period of full time activity to this work. This could be difficult as the teachers all work in the private sector but some form of compensation to enable temporary replacements to be appointed might be feasible.

4.9

Child care centres and kindergartens have both been mentioned in the context of the pre-primary curriculum. While the principal objective of a child care centre is care, there should be no difference in the pre-school education available in a child care centre and in a kindergarten.

4.10

In addition to planning the curriculum it is also essential to specify furniture and equipment needed to implement it.

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