Distance Education in Hong Kong Preschools: Learning and Teaching During COVID-19 School Closures

Abstract

The outbreak of the COVID-19 pandemic has led to widespread change in people's lives across the world. Indeed, such change is especially evident in the education sector, where this global phenomenon has arguably triggered some of history's most significant advancements. In this study, we explore how the early childhood education sector in Hong Kong has coped with schooling during this period. Furthermore, we investigate the extent to which players in Hong Kong's early childhood education scene had to adjust in light of dynamically changing local government guidelines and why that has led to long-term improvements. To derive meaningful conclusions from this study, we use a mixed-methods approach that relies on data collected from surveys, interviews, and case studies relevant to the topic at hand. This data is then analysed, and themes are formed through coding. We also explore teachers' feelings, technology adoption, and examples from practice to determine how schools have supported young children's education. The research demonstrates how early childhood education and care centres innovatively provide education during a crisis. Traces of success in making teaching and learning possible and meaningful are visible, even with children of a young age. Consequently, this research yields key lessons about ECE learning and teaching during crises.



Author Information
Anika Saxena, The Education University of Hong Kong, Hong Kong
Rebecca Smith, University of Bristol, United Kingdom
Aylin Kip, Leeds Beckett University, United Kingdom

Paper Information
Conference: SEACE2021
Stream: Teaching Experiences

This paper is part of the SEACE2021 Conference Proceedings (View)
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Posted by amp21