The Yew Chung Approach to Early Childhood Education: Centering Emergent Curriculum, Child-Led Inquiry, and Multilingualism

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