Exploring the definitions of quality early childhood programmes in a market‐driven context: case studies of two Hong Kong preschools

Abstract

Set within the market‐driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi‐structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the ‘backwash effect’ of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after‐school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market‐driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.

Keywords:

• developmentally appropriate practice
• leadership
• market forces
• quality programme
• school stakeholders

Acknowledgements

The article arose from doctoral dissertation completed as part of the Doctor of Education programme at the Graduate School of Education, University of Bristol, United Kingdom. The author wishes to express her deepest gratitude to Professor Leon Tikly, who gave enormous support and guidance throughout the entire journey of her studies and offered helpful comments on and encouragement to publish the doctoral research upon which this article is based.

Notes

1. The term ‘preschool’ refers to both kindergartens and childcare centres, including crèches, residential centres and day nurseries, which cater for various needs. Day nurseries provide day care services for children whose parents are both working. Crèches and residential centres serve children who lack normal family care and provide either permanent family services or residential care.

2. As the main objective of the larger study is to understand the effective leadership practice for quality programme, the children were not chosen as participants for the reason that they tend to be more attentive to immediate interactions with their classroom teachers and peers rather than to the operation of programmes at the school level. It however merits further research into how children as service stakeholders perceive and define quality educare in the local context.

3. To further speed up the pace of upgrading of the teaching force, the local government has announced in the 2006–07 Policy Address that all kindergarten teachers will have obtained a diploma in early childhood education and all kindergarten principals will be qualified at degree level by 2011–12.

4. The original translations from the Chinese transcripts have not been edited further. In some instances there may be awkward constructions in some quotations. The decision was made that it was to better preserve original nuances than to edit for fluidity of language.