Implementing Performance Indicators of early learning and teaching: A Chinese study

Abstract

This study investigated how a set of newly developed indicators of early learning and teaching by the government, which was based on western ideology of child learning, was implemented in a Chinese context like Hong Kong. Twelve early childhood settings of 5747 children and 284 staff volunteered to implement the indicators within two years and the processes were observed and analysed. A multi‐method, multi‐source data collection strategy was used to document the self‐evaluation and improvement process. All the participating settings went through the five stages of the evaluation cycle: understanding the Performance Indicators, assessing learning and teaching, formulating an action plan for improvement, implementing the action plan, and reflection. The results indicated that: (1) implementing a quality assurance cycle took time, resources and commitment; (2) the implementation helped to enhance practitioners’ professionalism; and (3) teacher professionalism was the key to the success of this quality assurance mechanism. The socio‐contextual factors and the educational implications of these findings are discussed.

Keywords:

• performance indicators
• early learning
• teaching

Acknowledgements

This article arises from a research project supported by the Quality Education Fund, HKSAR. Thanks are expressed to the project leader, Dr Loraine Corrie, for her invaluable efforts in developing and leading the project. The authors also wish to thank all the participating colleagues, children and staff at the participating early childhood settings, Ms Candy Yip and Ms Pearl Chan for their kind assistance.