Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides

2019 ◽  
Vol 10 (2) ◽  
pp. 156-169
Author(s):  
Chi Wai Chan
Keyword(s):  
Hong Kong ◽  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Personal Development ◽  
Fundamental Problem ◽  
Educational Interventions ◽  
Preschool Curriculum ◽  
Curriculum Guides ◽  
Education In Hong Kong

Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.

scholarly journals THEORETICAL AND PRACTICAL ASPECTS OF THE DEVELOPMENT OF EMOTIONAL AND MORAL CULTURE IN ELDER PRESCHOOL CHILDREN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
O.G FILIPPOVA ◽  
◽  
Y.V BATENOVA ◽  
A.A PROKHOROVA ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Personal Development ◽  
Professional Competence ◽  
Self Regulation ◽  
Modern Society ◽  
Moral Emotions ◽  
Practical Implementation ◽  
Moral Culture

In modern society, priority is given to the cognitive development of children and, as a rule, there is no practical implementation of purposeful work in the field of emotional and moral development of preschoolers. Consequently, the integral, harmonious development of the personality is disturbed. Obviously, in the modern social and cultural environment, a purposeful approach to the emotional and moral development of the younger generation is required. The emergence in science of relatively new concepts of "emotional and moral education (ENV)" and the associated "emotional and moral development (ENR)" (OV Girfanova, VV Zaboltina, NA Kornienko, etc.) is able to find ways to optimize traditional moral education and development. These categories are associated with the actualization of the child's need for empathy and are based on a closer connection between the emotional and cognitive components. In the period of preschool childhood (sensitive 5-6 years), the foundation of emotional and moral development is laid: moral consciousness (knowledge of norms and values); emotional assessment (moral emotions and feelings); internal position of the child (moral self-regulation and behavior). This work concretizes the concept of "emotional and moral development" (EMD). Emotional and moral development is a pedagogically controlled process that is inextricably linked with the personal development of children in general, their socialization, the introduction into the world of culture - the culture of world perception, self-expression. The article actualizes the problem of professional competence of future teachers of preschool educational organizations in the field of development of emotional and moral culture in older preschool children. The adult's role as an escort is very important and responsible. The future of the child as an empathic personality or non-empathic personality depends on the educational influence of adults, on what qualities will be formed. The conducted research is aimed at an attempt to solve important problems of vocational education.

Enhancing the Moral Development of Behaviorally/Emotionally Handicapped Students

1988 ◽  
Vol 14 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Donald W. Swarthout
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Educational Practice ◽  
Educational Interventions ◽  
Current Theory ◽  
Underlying Assumption ◽  
Emotionally Handicapped ◽  
Theoretical Perspectives ◽  
Development Literature ◽  
Development Of Students

The topic of this article is the moral education of behaviorally/emotionally handicapped students. One assumption guiding the discussion of this topic is that the appropriate aim of moral education is to enhance the moral development of students. Since another underlying assumption is that educational interventions should be informed by current theory and research, an overview of the moral development literature is provided. Three theoretical perspectives are distinguished and used to organize the current literature on moral development and education. Each approach is analyzed in terms of its underlying conception of morality, its description of moral development, and its recommendations for educational practice. The article concludes with a discussion of the various options available to educators interested in enhancing the moral development of behaviorally/emotionally handicapped students.

scholarly journals Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

2019 ◽  
Author(s):  
Evgenia Korotaeva ◽  
Irina Chugaeva
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Point Of View ◽  
Preschool Age ◽  
Theory And Practice ◽  
Diagnostic Methods ◽  
Theoretical Understanding ◽  
Normative Documents ◽  
State Educational

The article deals with issues related to social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents "On education in the Russian Federation", the state educational standards. Analysis of theoretical and practice-oriented research in this area shows that the phrase "moral education" today is gradually replaced by "social and moral education", "social and moral development". This trend is found in preschool pedagogy (work L. V. Abramova, R. S. Bure, S. M. Zyryanova, N.A. Karataeva, G. M. Kiseleva, I. F. Sleptsova, etc.). It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children, their relationship with each other and adults, to assess these actions (i.e. to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age, developed by G. A. Uruntaeva and Yu.A. Afon'kina. The analysis of the results showed that children of senior preschool age willingly included in the retelling of the actions described in the situation, but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of children, as well as social and moral guidelines relevant to the current situation of development of society.

scholarly journals Socio-Moral Development of Preschool Children: Aspects of Theory and Practice

2019 ◽  
Vol 9 (12) ◽  
pp. 129
Author(s):  
Evgeniya Korotaeva ◽  
Irina Chugaeva
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Point Of View ◽  
Preschool Age ◽  
Theory And Practice ◽  
Diagnostic Methods ◽  
Theoretical Understanding ◽  
Normative Documents ◽  
The Social

This article deals with issues relating to the social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents “On education in the Russian Federation”, the state educational standards. The analysis of theoretical and practice-oriented research in this area shows that the phrase “moral education” today is gradually being replaced by “social and moral education” and “social and moral development”. This trend is found in preschool pedagogy. It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children and their relationships with each other and adults, and to assess these actions (i.e., to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age. The analysis of the results showed that children of senior preschool age willingly include themselves in the retelling of the actions described in situations but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of the children, as well as the social and moral guidelines relevant to the current situation in regard to the development of society.

Opportunities for the influence of humanitarian subjects on the spiritual and moral development of the cadets of higher educational organizations of the MIA of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 194-201
Author(s):  
Zlata Vasileva
Keyword(s):  
Moral Development ◽  
Experimental Work ◽  
Personal Development ◽  
University Education ◽  
Moral Foundations ◽  
Educational Organizations ◽  
Wide Range ◽  
Higher Educational ◽  
Interdisciplinary Interaction ◽  
Development Of Students

The relevance of the topic is related to the importance of humanitarian education for the formation of worldview and spiritual and moral foundations of the personality. The need for humanistic and humanitarian orientation of University education is justified by many pedagogues. Universities of the MIA of Russia provide students with the opportunity to master a wide range of Humanities. The article presents the results of a study that developed a system of Humanities that affect the spiritual and moral development of students. In the course of the analysis, the worldview and psychological and pedagogical blocks of Humanities were identified, and the number of hours for each course of study was indicated. In addition, the article shows the interdisciplinary connections of Humanities that integrate knowledge on the spiritual and moral sphere of personal development. There are four thematic modules of Humanities: “Man”, “Society”, “Activity”, “Universe”. The analysis of the interdisciplinary interaction of the selected thirteen Humanities is carried out. Examples of forms and methods of formative work are shown, according to the curricula for the mastering these disciplines. The topics, their content, forming competencies, forms and methods of experimental work are correlated, which allows us to clearly trace the interdisciplinary connections.

The State and Higher Education in Hong Kong

2020 ◽  
pp. 1-25
Author(s):  
John P. Burns
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
The State ◽  
Institutions Of Higher Education ◽  
Tight Control ◽  
Colonial State ◽  
Archival Material ◽  
Contested Space ◽  
Education In Hong Kong

Abstract Based on archival material and interviews, the paper argues that the autonomy of Hong Kong's institutions of higher education has varied since 1911, with the colonial state initially exercising tight control and relaxing it especially as the transfer of sovereignty over Hong Kong approached. China has sought to reassert control especially since 2014 in what continues to be contested space.

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

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