This volume details the Yew Chung Approach and the Twelve Values that exemplify the approach as a unique contribution to the field of early childhood education.
The Yew Chung Education Foundation (YCEF) in Hong Kong is a nonprofit organization and a high-quality early childhood program that promotes a global lens and multilingualism through an emergent curriculum. This book explores the Twelve Values that exemplify the approach, including relationships, the emergent curriculum, inquiry-based pedagogy, and the multilingual and multicultural approach. Grounding these values in daily classroom practice and the broader sociocultural context of Hong Kong, it shows how the Yew Chung Approach effectively supports additional language learning through a progressive emergent curriculum with a high degree of child agency. It also explores the unique history of Hong Kong as an incubator and setting for the Yew Chung Approach and considers the relationships between the colonial history of the city, Hong Kong’s current status as a global city, and the mission of Yew Chung to provide children with a global lens.
An important study which exemplifies and investigates a unique program and perspective within the field, this book will benefit scholarly and practitioner audiences within the global early childhood community, as well as appealing to academics, researchers and postgraduates working within early childhood education, comparative education, and bilingual education.
Author(s): Stephanie C. Sanders-Smith, Sylvia Ya-Hsuan Yang, Kutasha Bryan-Silva
Series: Routledge Research in Early Childhood Education
Publisher: Routledge
Year: 2022
Language: English
Pages: 174
City: New York
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustrations
Figures
Tables
Foreword
Chapter 1: Exploring the Yew Chung Approach
Yew Chung Curriculum and Pedagogy
Progressivism
Confucianism
Progressivism and Confucianism in Context
Language at Yew Chung
The Twelve Values
Foundations of the Yew Chung Approach
Early Education in Hong Kong
Co-Teaching
Benefits and Challenges of Co-Teaching
Progressivism and Collaboration
Multilingualism
Supporting Multilingualism in Early Childhood
Translanguaging
Global Citizenship
Research in Yew Chung Hong Kong
2016: First Round of Data Collection:
2016 First Data Analysis
2016 Second Data Analysis
2018: Second Round of Data Collection
2018 Data Analyses
Co-Teaching
Multilingualism and Co-Teaching
Views of Children. Multicultural Teaching, and Social and Emotional Learning
Additional Data Collection
Organization of This Book
Notes
Part I: The Evolution of the Yew Chung Approach to Early Childhood Education
Chapter 2: The History of Yew Chung
Colonial Historical Context of Hong Kong Before Yew Chung
Phase One of Yew Chung History (1927–1972)
Phase Two of Yew Chung History (1970–1990)
Philosophical Influences
Growth of Yew Chung
Impact of Dr. Chan on Hong Kong’s Education System
From Hong Kong to Beyond: Expansion to China and USA (1990–current)
Transitioning into the 21st Century
Entering Higher Education
Conclusion
Notes
Chapter 3: The Twelve Values
The Twelve Values of the Yew Chung Approach
Value One: Children Are Worthy of Our Respect and Admiration
Value Two: Children Are Capable and Can Be Trusted
Value Three: Members of the Teaching Team Work Together as Equals
Value Four: Strong Relationships Must Be Developed Between Teachers and Children
Value Five: Teachers Support Relationships Between Children
Value Six: Children Learn Through an Emergent Curriculum
Value Seven: Teachers and Children Construct Learning Together
Value Eight: Children Initiate and Lead Activities
Value Nine: Children Are Supported in the Use of Their Home Language
Value Ten: Children Are Supported as Emergent Multilinguals
Value Eleven: Children Use Language to Solve Academic and Social Problems
Value Twelve: Teachers Make Intentional Connections to Academic Skills Within Child-Led Experiences
Reflection on the Twelve Values
Notes
Part II: Foundational Values
Chapter 4: Views of Children
Value One: Children Are Worthy of Our Respect and Admiration
Respect for Children
Democratic Relationships
Value 2: Children Are Capable and Can Be Trusted
Expectations of Responsibility
Opportunities to Try
Willingness to Find Out
Conclusion
Note
Chapter 5: Relationships
Value Three: Members of the Teaching Team Work Together as Equals
Co-teaching Dynamics
Teaching Teams
East and West Dispositions
Program as Common Ground
Strategies for Communication
Carrying Out Curriculum
Co-Teaching Influences on Teaching and Learning
Views of Children's Learning and Appropriate Pedagogy
Two Languages
Value Four: Strong Relationships Between Teachers and Children
Connecting in Home Languages
Relationship-Building with Teachers
Value Five: Teachers Support Relationships Between Children
Connecting in Home Languages
Connecting Through Interests
Teachers’ Support of Child Relationships
Conclusion
Notes
Part III: Centering the Child in the Curriculum
Chapter 6: Emergence and Inquiry
Value Six: Children Learn Through an Emergent Curriculum
Foundations for Emergence and Inquiry
New Children, New School
Emerging Interests
Food and Cooking
Bugs and Insects
Secrets and Hiding
Class Pets: The Snails!
“I Need a Coffee”: Starbucks
The Lunar Eclipse: Inquiry Across Classrooms
Value Seven: Teachers and Children Construct Learning Together
Emerging and Reemerging
One and Done Investigations
Value Eight: Children Initiate and Lead Activities
Investigation through Dramatic Play
Building a Restaurant
Real Aprons, Real Drinks
Solving Problems
The Night Sky
Spaceship
Asking Questions, Finding Answers
Insects
Snails
Conclusion
Chapter 7: A Multilingual Approach
Values Nine and Ten
Progressive Pedagogy and Language Development
Checking Out Library Books
Playing a New Game
Negotiating Relationships
Conversation at Lunch
Beading
Teacher Intervention
Teachers Creating a Multilingual Space
Supporting Multilingualism Through an Emergent Curriculum
Building Children’s Confidence Through Interests, Relationships, and Respect
Challenges in Bringing It All Together
Reflections on the Multilingual Approach
Centrality of Relationships
Conditions for Multilingual Development
Conclusion
Notes
Chapter 8: Problem Solving and Academic Learning
Value Eleven: Children Use Language to Solve Academic and Social Problems
Social-Emotional Learning
Using Language to Acknowledge and Welcoming Emotions
Providing Language Through Sportscasting
Social-Emotional Learning Through Multilingual Practices
Translanguaging to Construct Social Understanding
Value Twelve: Teachers Make Intentional Connections to Academic Skills Within Child-Led Experiences
Meeting Learning Areas
Academic Learning and Child Interests
Literacy and Math
Literacy
Mathematics
Conclusion
Notes
Part IV: The Yew Chung Approach, Today and Tomorrow
Chapter 9: A Day in Yew Chung
Start of the School Day
Morning
Outdoor Play
Snack and Meals
Nap
Afternoon and After School
Conclusion
Chapter 10: Creating a Society for the Future
Progressivism, Confucianism, and the Yew Chung Approach
Progressivism in Hong Kong
Confucian Connections to the Twelve Values
Children for a Better World
Reflections on the Future of Yew Chung
References
Index
