Abstract
In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised into four dimensions: humanistic, cognitive process/academic, technological, and social reconstruction orientations. Results also reveal that pre-primary school teachers hold strong humanistic orientation beliefs while cognitive process/academic orientation beliefs are held less strongly. Further analyses by one-way ANOVA tests find that differences in curricular orientation beliefs are related to teachers’ educational level and teaching position. This study reaffirms the importance of implementing an integrated developmentally appropriate curriculum in promoting whole-child development in children’s early years. The implications for supporting and sustaining teachers’ curriculum-based planning and subsequent teaching practices will be discussed.
Similar content being viewed by others
References
Ashour, R., Khassawneh, S., Abu-Alruz, J., & Alsharqawi, S. (2012). Curriculum orientations of pre-service teachers in Jordan: A required reform initiative for professional development. Teacher Development, 16(3), 345–360. https://doi.org/10.1080/13664530.2012.722322
Behets, D., & Vergauwen, L. (2004). Value orientations of elementary and secondary physical education teachers in Flanders. Research Quarterly for Exercise and Sport, 75(2), 156–164. https://doi.org/10.1080/02701367.2004.10609147
Berlinski, S., & Schady, N. (2015). More bang for the buck: Investing in early childhood development. In S. Berlinski et al. (Eds.), The early years (pp. 149–178). Inter-American Development Bank.
Brownlee, J., & Chak, A. W. S. (2007). Hong Kong student teachers’ beliefs about children’s learning: Influences of a cross-cultural early childhood teaching experience. Australian Journal of Educational & Developmental Psychology, 7, 11–21.
Chan, W. L. (2012). Expectations for the transition from kindergarten to primary school amongst teachers, parents and children. Early Child Development and Care, 182(5), 639–664. https://doi.org/10.1080/03004430.2011.569543
Cheung, D. (2000). Measuring teachers’ meta-orientations to curriculum, application of hierarchical confirmatory factor analysis. The Journal of Experimental Education, 68(2), 149–165. https://doi.org/10.1080/00220970009598500
Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–51. https://doi.org/10.1177/183693911203700307
Cheung, D., & Ng, P. H. (2000). Science teachers’ beliefs about curriculum design. Research in Science Education, 30(4), 357–375. https://doi.org/10.1007/BF02461556
Cheung, D., & Wong, H. (2002). Measuring teacher beliefs about alternative curriculum design. The Curriculum Journal, 13(2), 225–248. https://doi.org/10.1080/09585170210136868
Cheung, C. K., Keung, P. C., Kwan, Y. K., & Cheung, Y. S. (2018). Teachers’ perceptions of the effect of selected leadership practices on pre-primary children’s learning in Hong Kong. Early Child Development and Care, 189(14), 2265–2283. https://doi.org/10.1080/03004430.2018.1448394
Cobanoglu, R., & Capa-Aydin, Y. (2015). When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs. Early Childhood Research Quarterly, 33, 77–86. https://doi.org/10.1016/j.ecresq.2015.07.001
Cobanoglu, R., Capa-Aydin, Y., & Yildirim, A. (2019). Sources of teacher beliefs about developmentally appropriate practice: A structural equation model of the role of teacher efficacy beliefs. European Early Childhood Education Research Journal, 27(2), 195–207. https://doi.org/10.1080/1350293X.2019.1579547
Correa, A., Perry, M., Sims, L. M., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24(1), 140–153. https://doi.org/10.1016/j.tate.2006.11.004
Curriculum Development Council (CDC). (2006). Guide to the pre-primary curriculum. Hong Kong Government Printer.
Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21(5), 780–793. https://doi.org/10.1080/10409289.2010.514522
Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39, 19–32. https://doi.org/10.1007/s41297-018-00061-1
Keung, P. C., & Fung, K. H. (2021). Pursuing quality early education experiences for young children through learning in play: How do children perceive play? Early Child Development and Care, 191(4), 583–597. https://doi.org/10.1080/03004430.2019.163331
Keung, P. C., Yin, H. B., Tam, W. Y., Chai, C. S., & Ng, K. K. (2020). Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership, 48(5), 875–892. https://doi.org/10.1177/1741143219864941
Frydaki, E., & Mamoura, M. (2008). Exploring teachers’ value orientations in literature and history secondary classrooms. Teaching and Teacher Education, 24, 1487–1501. https://doi.org/10.1016/j.tate.2008.01.002
Fung, C. K. H. (2015). “Active child” and “active teacher”: Complementary roles in sustaining child-centered curriculum. Childhood Education, 91(6), 420–431. https://doi.org/10.1080/00094056.2015.1114787
Fung, C. K. H., & Cheng, D. P. W. (2012). Consensus or dissensus? Stakeholders’ views on the role of play in learning. Early Years: an International Journal of Research and Development, 32(1), 17–33. https://doi.org/10.1080/09575146.2011.599794
Han, J., & Neuharth-Pritchett, S. (2010). Beliefs about classroom practices and teachers' education level: An examination of developmentally appropriate and inappropriate beliefs in early childhood classrooms. Journal of Early Childhood and Teacher Education, 31(4), 307–321. https://doi.org/10.1080/10901027.2010.523775
Hedges, H., & Cullen, J. (2005). Subject knowledge in early childhood curriculum and pedagogy: Beliefs and practices. Contemporary Issues in Early Childhood, 6(1), 66–79. https://doi.org/10.2304/ciec.2005.6.1.10
Ho, C. W. D. (2010). Teacher participation in curriculum and pedagogical decision: Insights into curriculum leadership. Educational Management Administration & Leadership, 38(5), 613–624. https://doi.org/10.1177/1741143210373739
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling a Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing In-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25(2), 350–356. https://doi.org/10.1016/j.tate.2008.08.004
Jenkins, S. B. (2009). Measuring teacher beliefs about curriculum orientations using the modified-curriculum orientations inventory. The Curriculum Journal, 20(2), 103–120. https://doi.org/10.1080/09585170902948798
Leung, C. H. (2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 37(1), 38–54. https://doi.org/10.1177/183693911203700106
Mak, B., Keung, C., & Cheung, A. (2018). Analyzing curriculum orientations of kindergarten education. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and accountability in teacher education. Setting directions for the new cultures in teacher education (pp. 135–154). Australia: Springer.
McCarty, F., Abbott-Shim, M., & Lambert, R. (2001). The relationship between teacher beliefs and practices, and Head Start classroom quality. Early Education and Development, 12(2), 225–238. https://doi.org/10.1207/s15566935eed1202_4
McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S. M., et al. (2005). Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20, 451–464. https://doi.org/10.1016/j.ecresq.2005.10.005
Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Muthén and Muthén.
Parker, A., & Neuharth-Pritchett, S. (2006). Developmentally appropriate practice in kindergarten: Factors shaping teacher beliefs and practice. Journal of Research in Childhood Education, 21(1), 65–78. https://doi.org/10.1080/02568540609594579
Rao, N., Richards, B., Sun, J., Weber, A., & Sincovich, A. (2019). Early childhood education and child development in four countries in East Asia and the Pacific. Early Childhood Research Quarterly, 27(2), 169–181. https://doi.org/10.1016/j.ecresq.2018.08.011
Sanderse, W., Walker, D. I., & Jones, C. (2015). Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers. Teaching and Teacher Education, 47, 195–203. https://doi.org/10.1016/j.tate.2015.01.010
Sang, G., Valcke, M., Tondeur, J., Zhu, C., & van Braak, J. (2012). Exploring the educational beliefs primary education student teachers in the Chinese context. Asia Pacific Education Review, 13, 417–425. https://doi.org/10.1007/s12564-012-9206-0
Walker, S., Brownlee, J., Whiteford, C., Cobb-Moore, C., Johansson, E., et al. (2012). Early years teachers’ epistemic beliefs and beliefs about children moral learning. Teachers and Teaching: Theory and Practice, 18(2), 263–275. https://doi.org/10.1080/13540602.2012.632267
Wang, J., Elicker, J., Mcmullen, M., & Mao, S. (2008). Chinese and American preschool teachers’ beliefs about early childhood curriculum. Early Child Development and Care, 178(3), 227–249. https://doi.org/10.1080/03004430600722671
Wen, X., Elicker, J. G., & McMullen, M. B. (2011). Early childhood teachers’ curriculum beliefs: Are they consistent with observed classroom practices? Early Education and Development, 22(6), 945–969. https://doi.org/10.1080/10409289.2010.507495
Wong, P. Y. H. (2019). Teaching beliefs on developmentally appropriate practice among Chinese preschool teachers: The role of personality. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02822
Acknowledgements
The authors thank the participants for taking part in the questionnaire survey of this study.
Funding
This study was supported by the Quality Education Fund of the Government of the Hong Kong Special Administrative Region (HKSAR).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
No potential conflict of interest was reported by the authors.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix
Appendix
See Table 4.
Rights and permissions
About this article
Cite this article
Cheung, A., Keung, C. & Tam, W. Understanding Hong Kong Pre-primary School Teachers’ Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory. Early Childhood Educ J 50, 959–968 (2022). https://doi.org/10.1007/s10643-021-01211-3
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-021-01211-3