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Hong Kong Journal ofEarly Childhood香港幼兒學報 Vol. 11 No. 1 & 2 Dec 2012

目錄 Contents

編者序言

Editorial

劉慧中、梁長城．LAU Grace & LEUNG Cheung Shing Sam��4

Review of Recent Early Childhood Education Reform in Hong Kong

香港近期幼兒教育改革之評述WONG Kwok Sai Tricia．黃國茜��6

The Impact and Implication of Hong Kong Pre-Primary Education Voucher Scheme

香港學前教育學券制的推行與影響TAI Yin Yi Tanny．戴燕儀 ��19

使用繪本教普通話：香港學前教育的經驗Using Picture Books to Teach Putonghua: Experience in Hong Kong Kindergartens

胡馨允．HU Xin Yun Annie��28

協助語音障礙幼兒的方法Strategies to Help Preschool Children with Speech Sound Disorders

羅頌華、梁長城．LAW Chung Wah Naska & LEUNG Cheung Shing Sam��35

「香港幼兒感覺運動統合發展評估手冊」–應用與個案分析“The Hong Kong Reference Guide for the Sensory Integration Development of Young Children” : Application and Case Analysis

劉秀清．LAU Sau Ching Helen��45

在教學實踐中培育幼兒的音樂智能Cultivating Children’s Musical Intelligence in Music Teaching

劉永慈．LAU Wing Chi Margaret��57

教師「暢態」感受：音樂－肢體課程對教師健康及教學之啟示Teachers’ Feelings on ‘Flow’: Music-Movement Curriculum’s Implications for Teachers’ Health

劉永慈、黃樹誠、黃有豪．LAU Wing Chi Margaret & WONG Shu Sing Paul & WONG Yau Ho Paul��68



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幼兒飲食行為表現與照顧者飲食教養方式之關係Relationship between Children’s Eating Behavior and Caregivers’ Parental Feeding Styles

黃有豪、林蘭欣．WONG Yau Ho Paul & LAM Lan Yan��73

Is Suffering Worthwhile? Rethinking the Meaning of Job’s Sufferings from the Philosophical and Christian Religious Faith Perspective

受苦豈是有益？從哲學及基督宗教信仰的觀點再思考約伯受苦的意義LAU Grace．劉慧中��78

幼兒的心靈、道德和價值的發展：香港幼稚園的個案研究Spirituality, Morality and Values in Young Children’s Development: Case Studies of Hong Kong Kindergartens

曾家洛、劉卓輝．TSANG Ka Lok George & LAU Cheuk Fai Ben��92

悼念文章 Memorial Essays

永遠懷念黃艾珍教授

香港教育學院幼兒教育學系��99

In Honor of a Scholar of Devotion

對一位無我之學者的追憶CHIEN Chu Ying Ingrid．簡楚瑛��110

悼念黄艾珍教授Memorial Essay by ZHU Jia Xiong

朱家雄．ZHU Jia Xiong��111

一起走過的日子－幼教之旅Memorial Essay by WONG Wai Yum Veronica

黃蕙吟．WONG Wai Yum Veronica��113

In Memory of Prof. WONG Ngai Chun, Margaret

悼念尊敬的黃艾珍教授WONG Shu Sing Paul．黃樹誠��114



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對黄艾珍（Margaret）的懷念In Memory of Margaret WONG

鄭佩華．CHENG Pui Wah Doris��115

一代傑出幼教先驅A Remarkable Early Childhood Pioneer

黃國茜．WONG Kwok Sai Tricia��116

In the Footsteps of Prof. Margaret WONG

薪火相傳：承續黃艾珍教授的研究腳跡WONG Kwok Shing Richard．黃國成��117

To My Dearest Friend, Margaret

悼摯友－黃艾珍教授WONG Mun Amanda．黃敏��119

給黃艾珍教授的一封信Memorial Essay by CHEUNG Hun Ping Rebecca

張杏冰．CHEUNG Hun Ping Rebecca��120

黃艾珍教授走過的恩典之路Memorial Essay by CHAN Wai Ling

陳惠玲．CHAN Wai Ling��121

從幼兒教育黃艾珍教授的辭世－論死亡課題的哲理Some Thinking on the Philosophical Topic of Death at the Loss of the Late Professor Margaret WONG in Early Childhood Education

劉慧中．LAU Grace��122

黃艾珍教授與「大學－學校支援計畫」輔導方案The University-School Support Project— In Memory of Prof. Margaret WONG

陳淑琴、何彩華．CHEN Shu Chin Susan & HO Choi Wa Dora��126

鳴謝學報評審Reviewer Acknowledgement��131



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編者序言

深受幼兒教育界愛戴及尊重的黄艾珍教授

於二零一二年二月二十一日因病辭世。本學報

自創刋以來，黃教授常從行政角度積極參與及

給予意見、亦有投稿支持期刋。對黃教授離我

們而去，我們感到哀傷和惋惜。為此，本期刋

特別將兩期合併為一期，既刊行學術文章，亦

登出追悼黃教授的文章，聊表我們對黃教授的

追思及敬意。猶記得黃教授辭世之日，正值學

院舉辦有關十五年免費教育的研討會，這不其

然令我們每每在哀悼黃教授之時，亦想及十五

年免費教育對幼兒教育界將會起着深遠的影

響。相信黃教授雖然已離我們而去，她關心幼

兒教育政策的心意和精神會推動我們齊心努力

邁向更美好的將來。

本合併期刋內容分別以兩部份格式刋出。

第一部份先會刋登學術論文，獲接納刋登的學

術論文所涵蓋的範疇關注到幼兒的全面發展；

所涉及的課題包括幼兒教育的政策、語言、語

文及語音的教學法、統合感覺運動發展、音樂

與智能與肢體課程、飲食與健康及照顧等議

題，接著的兩篇文章的其中一篇先從哲學及神

學的維度，將基督宗教中的聖經人物，約伯的

受苦，引伸論及幼兒教育的問題；另一篇文章

則從所採集到的香港幼稚園個案數據分析幼兒

在心靈、道德和價值的發展。

第二部份首先刋登的是香港教育學院幼兒

教育學系所發表的一篇懷念黄艾珍教授的悼

文，其他的悼文則由與黄教授在工作崗位及有

學術往來的資深幼兒教育界學者及香港教育學

院幼兒教育學系教職員撰稿。

執行編輯

劉慧中、梁長城



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Editorial Professor Margaret WONG, who was greatly loved and respected by the early childhood education profession, passed away due to illness on 21 February 2012. Since the establishment of this Journal, Professor WONG had been actively involved in its administrative work; she had not only given it valuable advice but had also contributed many articles to support its publication. We were deeply saddened by the news. Her death is a great loss to all of us. To show our respect and in memory of Professor WONG, we have decided to combine two issues into one. This combined issue carries both academic papers as well as essays paying tribute to Professor WONG. On the day Professor WONG passed away, the Institute was hosting a seminar on the provision of 15 years of free education. When we think of Professor WONG, we will inevitably think of the impact that 15 years of free education will have on the future early childhood education development in Hong Kong. While Professor WONG has left us, her spirit and concern for early childhood education policy will continue to remain a driving force to move us forward towards a better future.

This combined issue has two parts. The academic papers, which are published in the first part of this issue, touch on a wide range of topics concerning the holistic

development of early childhood education; including early childhood policy, language teacher, speech sound disorders, sensory integration development of young children, cultivating children’s musical intelligence, music-movement curriculum and teacher’s health, children’s eating behavior, and caregiver’s parental feeding styles. Two other articles were also included: one discusses the case of the suffering of the Christian biblical figure, Job, from the religio-philosophical perspective, which relates the suffering of man to a discussion on educational issue in early childhood education; the other article is on the development of spirituality, morality and values in young children based on data collected in the kindergartens in Hong Kong.

The second part of this issue begins with a eulogy published by the Department of Early Childhood Education, the Hong Kong Institute of Education. It is followed by essays in memory of Professor Wong, written by early childhood professionals and distinguished academics who have had close professional contact with Professor WONG in the early childhood educational field as well as colleagues in the Institute.

LAU Grace and LEUNG Cheung Shing Sam Edition Editors



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Early Childhood Education in Hong Kong: Before 1997

In the early stage of the provision of early childhood education in Hong Kong (the 1950s and 1970s), no systematic curriculum guidelines or specifications were provided by the Government, nor were there any guidelines regarding how to guide children. Little attention was also paid to the qualifications and professional development of kindergarten principals and teachers. In 1982, the Government appointed an international consultant to conduct a study on early childhood education in Hong Kong, the results of which produced the report of “A Perspective on Education in Hong Kong” (Lewellyn Report, 1982). The report revealed that the Government had overlooked the importance of early childhood education and

Review of Recent Early Childhood Education Reform in Hong Kong

香港近期幼兒教育改革之評述

WONG Kwok Sai Tricia

Department of Early Childhood Education

The Hong Kong Institute of Education

AbstractThis paper first reviews the key changes in early childhood education that was proposed by the Hong Kong Government in the year 2000, including promoting the competence of early childhood education professional, formulating a quality assurance system to improve the quality of the education to be provided to children, diversifying means to subsidize parents to send their children to a childcare centre or kindergarten, standardizing the operations between childcare centres and kindergartens, and facilitating children’s transition from early childhood education to primary schooling. Covered next are what have so far been done on those proposed changes, along with commenting on issues/problems that have arisen.

摘要本文首先指出政府於二零零零年提出要在幼兒教育方面進行的改革措施，其中包括提升幼兒教育工作者的專業水平，加強質素保證機制以改善幼兒教育服務，為家長提供不同模式的資助，協調幼兒中心與幼稚園的監管體系，以及加強幼兒教育與小學教育的銜接。然後再檢視這幾方面的改革進展，並評論改革過程所引發的問題。

suggested attaching greater importance to it. Since then, the government has been paying more and more attention to early childhood education.

In relation to teacher training, in order to facilitate the development of early childhood education, the Government began in 1983 to establish in-service early childhood teacher training courses: Qualified Assistant Kindergarten Teacher (QAKT) Education Course and Qualified Kindergarten Teacher (QKT) Education Course (Lai & Wong, 2007). In addition, the minimum qualification of an individual to become a new kindergarten teacher was changed from having completed education at secondary three level, to secondary five. In the 1980s and 1990s, many of the Hong Kong early childhood providers actively urged the Government to set up more education



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courses for new kindergarten teachers so that the teachers would be able to guide children to develop effectively (Hong Kong Government, 1981; Lai & Wong, 2007). Moreover, many urged the Government to offer a Bachelor degree in Early Childhood Education to increase the professionalism of the teachers. As a result, the UGC in 1998 set up the Certificate of Education-KG/ECE and in 1999, the Bachelor degree of Education-ECE (Lai & Wong, 2007).

The Present System of Hong Kong Early Childhood Education

The Hong Kong Government started to provide 9 years then 12 years of free compulsory education to children in 1978 and 2009 respectively. Unfortunately, early childhood education was excluded, with the result that all pre-primary education providers in the territory were, and still are, operated by non-government organizations (Education Bureau, 2007a).

Pre-primary education providers include child care centres and kindergartens. They are operated by voluntary agencies or private enterprises which are divided into non-profit making and profit making providers. Childcare centres include crèches and nurseries. Crèches provide service to children aged 2 or younger, and nurseries offer services to children between ages two to three. Kindergartens primarily serve children aged 3 to 5. The majority of childcare centers provide whole day service, whereas kindergartens provide both morning and afternoon sessions to meet the different needs of parents (Education Bureau, 2007a). There are currently 946 kindergartens and 258 childcare centres in Hong Kong (Education Bureau, 2012a).

Early Childhood Education after 1997: Key Changes

After the 1997 handover, the Government launched a series of education reforms (ER). Early childhood education was also included in the agenda. In the education blueprint for the 21st century, the ER2000, the Government emphasized major five areas relevant to pre-primary education

(Education Commission, 2000). These are listed below.

Enhancing professional competence of early childhood education professionals

Up to the end of the 1990s , the only requirement for any individual to be a kindergarten teacher was completion of secondary three. The ER2000 suggested raising the qualifications of kindergarten teachers (Education Commission, 2000): that from 2001, the qualification of a new kindergarten teacher would be completion of secondary five with 5 passes in the Hong Kong School Certificate Examination; and that this gradually be raised to the level of post-secondary certificate/higher diploma. Consideration was also made regarding raising the qualification to the Bachelor degree level. It was also suggested that a timetable be drawn up to require serving kindergarten principals and childcare centre supervisors to obtain at least a Certificate of Education (a post-secondary certificate).

To facilitate the teachers and principals to achieve these qualifications, suggestions were also made for the government to increase the subsidizing of training programmes in early childhood education, and to set up mechanisms for assessing equivalencies and transfers of qualifications offered by the different institutions providing training programmes in early childhood education (Education Commission, 2000).

Enhanc ing the qua l i t y a s surance mechanism

Up the end of the 1990s, no mechanism was in place to assess the quality of services offered by pre-primary providers. In 1997, the Government formulated a system of quality assurance to ensure that primary and secondary education in the territory could reach an internationally recognized level (Education Commission, 1997), with the system comprising internal assessments along with assessments by external parties.

It was suggested that this system also be adopted in early childhood education (Education



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Commission, 2000). To this end, early childhood education providers were urged to establish a mechanism for self-assessment, and the government was to provide training in conducting self-assessment as well as professional support related to this. It was also suggested that a mechanism be established so that experts in early childhood education could provide their professional assessments and advice to early childhood education providers. Furthermore, it was recommended that early childhood education providers release to the public the results of their internal self-assessments and assessments by external parties.

In the year 2000, based on input from early childhood education providers, the Education Department put forth a system (Performance Indicators: Pre-primary Institutions) for assessing the performance of early childhood education providers (Educat ion Bureau, 2002) . The assessment covers four broad domains which are: Management and organization, teaching and learning, organizational culture, and child learning support and future development (Education Bureau, 2002). These four domains are sub-divided into sixteen (16) areas. A total of 32 performance indicators are used to assess performance in the four domains and 16 areas. Mode of subsidy Before the year 2000, non-profit making kindergartens were funded by the Government through the “Kindergarten Direct Subsidy Scheme”, which served to enhance the quality of early childhood education services through assistance such as funding rental and land charges to kindergartens, and provision of school premises (Hong Kong Teachers’ Centre, 2008). Parents with needs could also apply for funding to subsidize the tuition fee of their children.

In the ER2000, in place of fully subsidizing the operation of pre-primary education, the government proposed increasing the subsidy to parents for the school fees of their children in attending early childhood education, and announced it would establish a mechanism to aid the parents in choosing a provider offering quality education

(Education Commission, 2000). In addition, more support was to be given to early childhood education providers for raising the professional level of their teachers (Education Commission, 2000).

Reforming the monitoring mechanism Up to the end of the 1990s, kindergartens were registered with the Education Bureau, while childcare centers were registered with the Social Welfare Department (Education Bureau, 2007a). In general, kindergartens emphasized educating children, whereas childcare centers emphasized care taking. The nature of the services of these two types of pre-primary service providers was different, and as such, they had different curricula, operational procedures, qualifications of teachers, training for teachers, and salary scales. In 1995, the government’s Working Party on Kindergarten Education investigated how to standardize the teaching content and the daily operation of kindergartens and childcare centers, proposing guidelines for standardization of pre-primary services (Education Bureau, 2007b). In ER2000, it was suggested to further standardize pre-primary services in the areas of curriculum, qualifications of new teachers, salary scales, and training standards (Education Commission, 2000).

Enhancing the interface between early childhood and primary education

Up to the end of the 1990s, the operation of primary and secondary schools, which were funded by the government through the 9-year free compulsory education scheme, was heavily regulated by the government. The government had strong control over the curricula adopted and the teaching strategies employed, In contrast, pre-primary education providers were private organizations and could operate in ways they wished, including the curricula that were used. Because of different emphases of the curricula and teaching strategies in kindergartens and in primary schools, children might find it difficult to adapt to primary schooling. The government noted this and worked to enable children to learn and develop happily in the different stages of education, especially when moving from pre-primary to



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primary school level (Education Commission, 2000). Specifically, it was recommended that the interface between kindergartens and primary schools be strengthened through promoting better understanding between them with respect to curricula and teaching strategies, increased communication and cooperation, establishing an adaptation class for primary one students to adapt to the new environment, and the government assessing the adaptability of the curricula of kindergartens (Education Commission, 2000).

The Effects of Education Reform (ER) Overall, the improvements regarding the professional competence of early childhood professionals, the quality assurance mechanisms, mode of subsidy and interface between pre-primary and primary education are considered to have enhanced the quality of pre-primary education services. Yet, there are problems or issues that need to be dealt with. The focus of the following discussion is on kindergartens.

Enhancing professional competence In line with the goal of ER2000 in enhancing the professional competence of kindergarten teachers, it was stipulated that by September 2003, all new kindergarten teachers should have the qualification of “Qualified Kindergarten Teacher”; and by September, 2012, teachers should have obtained the “Certificate of Education-ECE” (Education Bureau, 2007a). To enable kindergarten teachers to achieve the stipulated qualifications, in the past 10 years, the Government has been subsidizing CE training programmes for teachers and also programmes providing top-up training to reach the ECE-Bachelor degree level for pre-service and in-service kindergarten teachers.

As a result, the qualification levels of kindergarten teachers have been improving. In 2006/7, out of the 10,384 kindergarten teachers, 30% had achieved the CE or equivalent qualification. By 2010/11, 69% of the 10,454 teachers had attained the CE. At present, among the 11,059 kindergarten teachers, 76.8% have already achieved the Certificate of Education-ECE

or an equivalent qualification (Education Bureau, 2012a).

Yet, several points need to be considered in relation to enhancing teachers’ competence through training. First, serving teachers are likely to encounter a great deal of difficulty when taking in-service training as they have to deal both with their work at the kindergarten and with their studies. This has been shown to be the case for kindergarten teachers in Macau (Cheuk & Wong, 1995). Other studies have also documented the difficulties that teachers experienced in dealing with competing demands (e.g., Gregory, 2010; Palmer, Rose, Sanders & Randle, 2012; Yang, Wang, Ge, Hu & Chi, 2011). More support would thus need to be offered to such teachers not just to facilitate their training but also to safeguard the quality of their work at the kindergarten and thus the quality of the education to be offered to children. Second, given the recent rapid increase in birth rate (Census and Statistics Department, 2011) and the expected increase in demand for kindergarten education in the near future (Education Bureau, 2011), whether or not the existing pace of training can catch up with the future demand for teachers should be examined. Third, the practice of re-training after a fixed period of time since the previous training, which is adopted in many countries (Lai & Wong, 2007), would need to be considered, so that teachers can be exposed to the most recent pedagogical practices and issues, as continuous training has been shown to affect not just teachers’ skills, but also the their attitudes and perspective on education (Grosseck & Holotescu, 2011; Maskit, 2011).

Fourth, the training that the teachers have undertaken should enable them to guide children to learn and develop effectively. The Certificate of Education-ECE offers training in the basics of pre-primary education and key approaches that can be adopted in this. This should enable the teachers to guide children to develop at least quite effectively. However, the capacity of the teachers would be greatly enhanced if teachers could receive an education at the Bachelor degree level through which they can acquire such knowledge



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and skills as evaluating issues, adapting to changes, conducting research, and managing and leading. The importance of such skills has been well documented (e.g., Dobber, Akkerman, Verloop & Vermunt, 2012; Porter, Webb & Gogus, 2010). With improved ability to adapt to changes, teachers can adjust the way they guide children in response to the changing developments and needs of different children. As mandated, teachers are to be involved in making key decisions in operating the kindergarten; with improved skills in leadership, they could then participate more actively and positively. Thus, through an education at the Bachelor degree level, the capacity of the teachers would be enhanced; and this enhanced capacity would definitely allow them to guide children to develop more effectively, to derive greater satisfaction from their work and to develop greater commitment to pre-primary education. While many resources would need to be exerted in providing a Bachelor degree level of training to teachers, in the light of the importance of pre-primary education for the development of children, the requirement of a Bachelor degree for kindergarten teachers and the provision of opportunities for attaining this qualification should be considered with urgency and priority.

In addition to provision of training, the morale and work commitment of the teachers would also need to be considered. It has been shown that primary and secondary teachers in both Chinese and western societies viewed the level of salary received not just in terms of the material benefits and social status it could bring, but also as an indication of the extent of the acknowledgement of their contributions or professionalism by the school (e.g., Hsieh, 2010; Lazear, 2000; Shearer, 2004). As such, establishing a territory-wide salary scale for kindergarten teachers would likely be useful in promoting their work morale and commitment.

Enhanc ing the qua l i t y a s surance mechanism

From 2000 to 2008, the Hong Kong Education Bureau (EDB) had been assessing the quality of the education offered by kindergartens and releasing the results to the public (Education

Commission, 2010). Yet how seriously the results of the assessment were taken by the kindergartens is unclear. Likewise, kindergartens were asked to engage in self-reflections and assessments, yet how seriously kindergartens had adhered to such instructions is unclear. Thus, the extent to which such self-assessments and external assessments had assured or enhanced the quality of education offered to children could not be ascertained.

Under the Pre-primary Education Voucher Scheme (PEVS), kindergartens are required to implement self-reflection and to pass the external assessment (Quality Review by EDB) in order to stay in the scheme (Education Bureau, 2007.7.31). A study with kindergarten principals revealed that both the principals and teachers were serious about the assessments and had made concrete and visible changes so as to stay in the voucher scheme (Wong & Lai, 2011). Thus, it is believed that the internal and external assessments, assuming that these assessments truly reflected what the kindergartens did, have safeguarded the quality of preschool education that is delivered to children.

To pass the quality review conducted by the government, kindergartens had to change their curricula to be in line with the Government’s curriculum guidelines. The teachers and principals had to align their work and performance with the Government’s Performance Indicators, and to engage in self-reflections and assessments (Education Bureau, 2002, 2007.7.31; Education Commission, 2010). More than 100 items of work were assessed (Education Bureau, 2002) and thus the amounts of work that the principals and teachers would have needed to handle should not be underestimated. In addition, to handle the government’s on-site assessment of the kindergartens, teachers had to be involved in related paperwork and preparation. Further, many of the tasks were new, such as keeping a development diary for each child, and thus teachers would have had to explore and try out how the tasks could be done, stretching their abilities and creating more uncertainty in their work. Research has robustly shown that excessive workload and role ambiguity are two of the key antecedents of work stress and



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job dissatisfaction in teachers (e.g, Conley & Woosley, 2000; Gilboa, Shirom, Fried, & Cooper, 2008; Ng & Lam 2011). Indeed, it has been shown that some kindergarten teachers found the work to be so difficult that they decided to leave (Wong & Lai, 2011). It is viewed that the areas of assessment seem too numerous and that there is overlapping in what is assessed among the areas (Education Bureau, 2002). For example, the indicators of the four areas within the domain of Learning and Teaching (Curriculum Planning, Teaching and Caring for Children, Children’s Learning and Assessment of Learning Experiences) all require paying attention to the needs and characteristics of children (Education Department & Social Welfare Department, 2001). In addition, the four areas within the Domain on Children’s Development (Cognitive, Physical, Affective and Social, and Aesthetic and Cultural) all require attending to the four aspects of development (Education and Manpower Bureau & Social Welfare Department, 2003). Although the two domains are said to focus on children’s development from different perspect ives, the evidence that is used to demonstrate such developments is all very similar. This being the case, this paper proposes that the assessment system could be simplified in terms of reducing the areas to be measured and the overlapping of items in what are to be assessed. In the light of research showing that a shorter version of an assessment, if valid, can capture more or less the same construct as can a long measure (e.g., Manos, Kanter, & Luo, 2011; Straus, 2006), the reduction in assessment areas and overlapping will likely offer a picture of what the kindergartens are doing as valid as what the present system assesses, while also easing the work of the teachers.

The results of the assessments are released to the public through the internet for the parents to utilize in selecting a kindergarten for their children. Research has shown that different people use information in different ways, contingent on the characteristics of the information offered and characteristics of the message recipients, such as the goals they wish to achieve (e.g., Jepsen, 2007; Kwon & Onwuegbuzie, 2005). Thus, how well parents can understand and make appropriate use

of the information is uncertain. The government should put more effort into informing parents about what the assessment results signify and how they can profitably use the information.

It has been shown that in order to address the needs of parents for teaching their children writing and mathematics, some kindergartens were teaching these subjects to their children, but hid this fact from scrutiny when being reviewed by the EDB (Wong & Lai, 2011). How such practices might have affected the operation of the kindergartens and the quality of the education offered to children needs to be explored. In addition, whether or not the parents are aware of what the kindergartens are doing, with respect to teaching children to write and do mathematics, needs to be ascertained.

Mode of subsidy In 2007, the Government implemented the Pre-primary Education Voucher Scheme (PEVS) for non-profit making kindergartens and childcare centres to join (Chief Executive, 2006; Education Bureau, 2007c). Under the scheme, kindergartens and childcare centres can receive a sum equivalent to the monetary value of the total number of vouchers they receive from parents in paying the tuition fees of their children. Such kindergartens and childcare centres can also receive a one-off subsidy for designated purposes as well as a subsidy for teacher training. Kindergartens and childcare centres are required to pass a Quality Review (QR) to stay in the scheme (Education Bureau, 2007.7.31).

The implementation of the “PEVS” in 2007 has brought issues and problems which are delineated below.

School Level i. “PEVS”is based on the number of

pupils enrolled in a school. The whole-day kindergartens or childcare centres apparent ly have fewer pupi ls than kindergartens that offer both morning and af ternoon sessions (Educat ion Commission, 2010), and thus can receive



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less subsidy, signifying they are in an unfair situation. Consideration should be made to change the way the subsidy is to be granted to childcare centres so as to maintain equity with kindergartens. With less resources, the whole-day kindergartens would be less able to offer quality education to children as would the half-day ones, and that perceived inequity would adversely affect the self-perceptions and work morale of the staff in the whole-day kindergarten (Johnson & Lord, 2010), and the perceptions of the resource allocators (Samaha & Palmatier, 2011).

ii. “PEVS” is not applicable to infants

and young children under the age of 2 (Education Bureau, 2007c). This has led to uneven and inequitable resources being allocated to crèches and to nurseries, which may possibly affect the quality of caring given to such children.

iii. “PEVS” only applies to non-profit making organizations. In order to obtain subsidies from the government, a large number of kindergartens have changed to non-profit-making status. However, some did not want to change to such a status, and subsequently when they could not recruit enough children, they had to close down. Within three years from 2007, over 100 private, profit-making kindergartens closed down (Lee, 2010). While such a loss may lead to greater consistency among the kindergartens which keep on operating, it may also reduce the likelihood of innovation arising from variety and competition (e.g., Li & Xhao, 2005).

iv. The bulk of resources that kindergartens can receive from “PEVS” are contingent on the number of pupils enrolled in each school. Parents’ choice of where to send their children thus has become important, and it has been shown that in order to

impress the parents, kindergartens have been using a variety of ways to promote their kindergartens to parents, such as provision of childcare after school, and some have even violated the regulations in order to attract parents (Wong & Lai, 2011). How such additional work may adversely impact on the quality of the education offered to children would need to be ascertained. For instance, possible negative effects on quality of the guidance offered to children as a result of reduced time the teachers have in preparing for class, due to spending time taking care of children after class.

Teacher Level i. “PEVS” has brought a host of new tasks

to teachers (for instance, curriculum r e s t r u c t u r i n g , s c h o o l a s s e s s m e n t performance and school administrative work), resulting in tremendous increase in the workload and work pressure of teachers (Lau, 2008), and the increased work pressure has been shown to be related to loss of teachers from the field (Wong & Lai, 2011).

ii. Under “PEVS”, to ease the workload of teachers, resources are granted by the government for the kindergartens to employ supply teachers to take up some of the work of the regular teachers. Unfortunately, it has been shown that conflicts between the regular teachers and supply teachers have frequently happened regarding who should be doing what (Wong & Lai, 2011). The morale of the teachers has been shown to be adversely affected (Wong & Lai, 2011), which may also impact negatively on team spirit. It has indeed been shown that interpersonal conflict is a key source of job stress in various professions, impacting adversely on job performance and satisfaction (e.g., Hammer, Saksvik, Nytro, Torvatn & Bayazit, 2004; Potter, Smith, Strobel & Zautra, 2002; Ul Haq, 2011). It is



13


therefore suggested that clear guidelines be formulated by kindergartens regarding the duties and responsibilities of the regular and supply teachers.

iii. The increased workload of the teachers has also reduced the time and energy that the teachers can spare for training and development (Lau, 2008), thus adversely affecting the pace of training some of the teachers can handle in order to satisfy the government’s stipulation of the attainment of the CE so that they can continue to serve as kindergarten teachers.

iv. The increased work to be done by the teachers under ‘“PEVS” has probably led many principals to be unwilling to reduce the work of teachers who are undertaking training. This may in turn have discouraged some teachers from undertaking training, or increased the difficulties faced by teachers who have decided to undertake training while taking a full workload at the kindergartens. Such difficulties have indeed been documented (Lau, 2008). Thus, more government support should be offered to facilitate teachers to undertake training, such as subsidizing kindergartens to employ additional teachers to ease the work of teachers undertaking training.

Principal Level i. To deal with the demand posed by

“PEVS”, kindergartens are trying to recruit experienced teachers from other kindergartens. Some kindergartens which do not have sufficient numbers of experienced teachers are forced to hire unqualified teachers to conduct classes (Wong & Lai, 2011);

ii. Principals need to spend time to deal with conflicts between regular teachers and the supply teachers (Wong & Lai, 2011), leaving less time for planning and development;

iii. Facing the mandate of “PEVS” to involve teachers in decision making, many principals are likely to be unwilling to do this in the light of the hierarchal control structure espoused in Chinese culture (e.g., Otken & Cenkci, 2012; Scandura & Dorfman, 2004; Smith, Wang, & Leung, 1997). The principals are also likely to be ill-prepared to implement ways to involve teachers, as they have long adopted strong hierarchal control (Wong, 2006).Implementing ways to involve teachers in decision making would thus likely tax the abilities of the principals, inducing also a sense of loss of control and reduced self-efficacy, according to conceptions and research of psychological control (e.g., Bartholomew, Ntoumanis, Ryan, Bosch & Thogersen-Ntoumani, 2011; Carver & Scheier, 1982) as they have to give up the strong control they have long exercised. Therefore, it is possible that the principals may simply shift the administrative work to the teachers, who, with little training in management and leadership, are consequently ill-prepared to be involved in making decisions, and would find such work to be difficult to handle.

Parents Level i. Parents whose children are aged 2 or

below are likely to feel discriminated against and disappointed, as “PEVS” is not applicable to children of this age.

ii. Parents feel that their choices are restricted, as “PEVS” is only applicable to non-profit making kindergartens (Education Bureau, 2007c).

While the voucher scheme has provided preschool education providers with greater resources and the quality of the education supplied to children has been enhanced, it is at best an indirect form of subsidy and an indirect form of control. In the light of the importance of preschool education to children, a more direct form of subsidy, such as in the form that is currently



14


adopted in subsidizing primary and secondary schools in the territory, could be considered. With more resources and direct control, the quality of preschool education could be further enhanced. For example, with greater control, the extent to which kindergartens would comply with the curriculum guideline could be safeguarded. With greater resources, an adequate and standardized salary scale could be devised for all kindergarten teachers, which would enhance work performance and commitment of the teachers (Hanushek & Rivkin, 2007; West & Mykerezi, 2011). The benefits of control and resources have also been documented in primary and secondary schooling during school-based management reform in some western societies (e.g., Ilg & Raisch, 1999; O'Neil, 1996; Simkins, 1993).

Reforming the monitoring mechanism In 2000, the Education Department and Social Welfare department jointly organized a Working Party on Harmonization of Pre-primary Services (Education Department and Social Welfare Department, 2002; Education Bureau, 2007b). The Working Party proposed a coordinated regulation structure to minimize the differences between the two types of early childhood education providers with respect to mode of services and financial subsidies, and to achieve equity in financial deployment. In 2005, the EDB started to play the major role in coordinating both types of providers in terms of the structural makeup and operational processes such as curr iculum guidel ines , qualifications of new teachers, salary scales and teacher training (Education Bureau, 2007b). In 2006, the Government formulated the Pre-primary Education Curriculum Guidelines for use by kindergartens and childcare centres (Curriculum Development Council, 2006).

It is viewed that having one department, rather than two, to oversee the operating of the two types of providers is appropriate not just for minimizing redundancies among personnel involved, but also for developing consistency or comparability of operation between the two types of providers so that stability and equity can be maintained. Yet, the establishment of a consistent or comparable

standard may be difficult to achieve in the light of the different focuses of the two types of providers.

Enhancing the interface between early childhood and primary education

In 2001, the Education Department issued ‘Guidelines on Helping Primary One Pupils Adapt to a New School Life’ for primary school educators to facilitate their understanding of the needs and characteristics of primary one children so as to be well prepared to receive such children, to strengthen their communication with pre-primary providers, and to strengthen their cooperation with parents of such children (Education Department, 2001). Pamphlets (Education Bureau, 2011a) with similar contents, such as ‘Booklet on Enhancing the Smooth Transition from Kindergarten to Primary School’, ‘Leaflet for Parents on Helping Children to Adapt to Their New Primary School’, ‘Storybook on Helping Children to Adapt to Their New Primary School Life’, were issued to primary schools. In addition, pamphlets and booklets for parents, such as ‘Booklet on Helping Young Children Begin Their Primary Education (2001)’, ‘Booklet for Parents of Children Aged 0-3’, ‘Booklet for Parents of Children Aged 3-6’, ‘Booklet for Parents of Children Aged 6-9’ and ‘Our child going to primary school: Tips for parents’, were also issued to various parties involved (Education Bureau, 2011b).

In the ‘Basic Education Curriculum Guide: Building on Strengths (Primary 1 - Secondary 3)’ issued in 2002 (Curriculum Development Council, 2002), the Education Bureau made suggestions for assisting preschool children to move on to primary education, including (a) primary schools establishing a working group to assist young children to adapt to the new environment in primary school; (b) organizing activities to receive the children so as to promote better relationships between the teachers and children, to promote cooperation between teachers and parents, and to promote children’s understanding of the new environment, the curriculum, study mode and school regulations; (c) primary schools maintaining close contact with pre-primary education providers, undertaking activities such as conducting visits



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and organizing discussion groups to promote better understanding between pre-primary education teachers and primary school teachers for the purpose of easing the transition of children from pre-primary education to primary education; (d) primary schools establishing curriculum policy to suit the learning mode that is adopted in the pre-primary setting; (e) primary schools strengthening the cooperation between the schools and the parents in ways such as establishing a teacher-parent association and organizing talks for parents; and (f) pre-primary education providers implementing policies and activities to enable young children to move on to primary education, such as organizing simulations of the learning environment, classroom learning mode and proper conduct in the primary education context.

In the ‘Curriculum Guideline for Pre-primary Education’ issued in 2006 (Curriculum Development Council, 2006), the Education Bureau again highlighted the importance of assisting children to move from pre-primary education to primary education, and made suggestions for pre-primary education providers, primary school educators and parents for assisting children to face the various problems involved in transiting from pre-primary to primary education.

In 2003, the Education Bureau organized seminars for pre-primary and primary school principals and teachers to promote transition of children from pre-primary education to primary education (Education Bureau, 2012b). For three consecutive years from 2010 to 2012, the Education Bureau organized yearly seminars on strengthening the transition of children from pre-primary education to primary education (Education

Bureau, 2012b).

The government appears to be playing an advisory, rather than a supervisory, role with respect to the activities suggested for enhancing children to transit to primary schooling. It has been shown that with regard to reducing students to consume specific food, schools might not comply with initiative from the government if the initiatives were not viewed as beneficial to students (Rayner, 2010). It was probable that some schools in Hong Kong have not conducted the activities specified. As the government has not assessed what the primary schools have done, the extent to which the suggested activities have been implemented and the activities have achieved their goals have not been ascertained. It seems appropriate that assurance should be safeguarded with regard to the implementation of the suggested activities, and that assessment of their effectiveness should also be conducted.

Conclusion Reflecting the greater attention paid to preschool education by the government, the education reform touched, indeed, on key aspects of operation of preschool education. The quality of education that is offered to children is likely to have been enhanced. With it now being more than ten years from the time the reform was launched, it is time to conduct a thorough systematic review to assess how appropriate and effective the changes have been, to examine the issues that have arisen in implementing the changes, and to formulate goals and strategies to enable preschool education to adapt to the demographic and socioeconomic changes that are taking place in the territory.

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The Impact and Implication of Hong Kong Pre-Primary Education Voucher Scheme

香港學前教育學券制的推行與影響

TAI Yin Yi Tanny

Department of Early Childhood Education


AbstractHong Kong early childhood education runs in the private sector. In recent years, the government has implemented a number of policies to improve the quality of early childhood education. The Pre-primary Education Voucher Scheme is one of important early childhood education policies in Hong Kong. The Scheme aims to improve the quality of early childhood education, by providing financial assistance to parents and upgrading teachers’ qualifications. However, this policy raised widespread awareness and debate amongst the stakeholders. This paper will discuss how the scheme affects different stakeholders and explores its way forward. The essay first provides a brief background of the scheme and Hong Kong’s early childhood setting. The latter part of the essay discusses how the scheme affects the various stakeholders, including: policy makers, early childhood education sectors, early childhood educators and parents. Finally, suggestions to improve the scheme are made.

摘要香港學前教育一直以私營模式推行，近年，政府推行一連串的政策旨在改善幼教質素，學前教育學券制正是其中一項對學前教育的重要政策。學券制目的是改善幼教質素，提供家長資助及提昇幼教教師質素。同時，此政策引來不同持分者的回嚮。本文先提供學券制及香港學前教育的背景，其後討論此政策對不同持分者的影響及探討未來可改進的方向。

Introduction In the past decade, the early childhood education in Hong Kong has been placed as the priority of the education policy agenda. A key factor in the politicization of edu-care was the Hong Kong government’s commitment to improve the quality of early childhood education. A number of new policies have been introduced, including upgrading teacher qualifications, implementing a quality assurance framework, harmonizing pre-primary education services and introducing a new kindergarten curriculum guide in 2006 (Ho, 2010, p.615).

Most recently, the Chief Executive of the Hong Kong Special Administrative Region

(HKSAR) has announced a policy, Pre-primary Education Voucher Scheme, on subsidizing early childhood education in the 2006/07 Policy Address. This policy states that an education voucher will be provided to the parents of children, between the ages of three to six, who are enrolled in kindergartens (Hong Kong Government, 2006, p.16). According to the Chief Executive, the new scheme is expected to benefit 90% of children between the ages of three to six and more than 80% of early childhood institutions. This policy is intended to help reduce parents’ financial burden, to support professional upgrading, and to improve the quality of educational (Yuen, 2007, p.355). The Pre-Primary Education Voucher Scheme (PEVS) has been implemented since 2007/08 school year.



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It has received widespread attention and feedback from the early childhood institutions, front-line early childhood educators and parents. On the other view, the PEVS has caused adverse effects in early childhood setting. Different stakeholders and researches brought up diverse issues in the PEVS since 2007. Rigorous debates included how the scheme in Hong Kong would work to produce new norms and practices to enhance the standards of early childhood education, how it could enhance teachers’ professionalism, how it would induce more pressure of the front-line early childhood educators, and also how it would be beneficial or harmful to parents in real situation. Thus, this paper will explore various discussion points between the scheme and different stakeholders.

Background of the PEVS The modern concept of education vouchers dates back to the 1950s. Milton Friedman (1982),

Nobel Prize winning economist, argued for the concept of education voucher as this would create competition between public and private school, and therefore improve the quality of schools and cost efficiency. The Scheme for children between the ages of three to six who attend a non-profit kindergarten has been implemented in Hong Kong since 2007. Each child will get HK$13,000 per annum. The $13,000 subsidy will be separated into two parts. $10,000 is used to subsidize the school fee and the remaining $3,000 is used for kindergarten teachers to pursue further education and obtain a Certificate in Education (see table 1). The goal of the Hong Kong government in implementing the Scheme is to enable kindergarten teachers to obtain an Education Certificate by the year 2011-2012, at which point the subsidies would then be adjusted to provide $16,000 per student, all of which would go toward the school fee.

School year Voucher amount(HKD)

Fee subsidy per student per annum

Teacher Development Subsidy per student per annum (HKD)

2007-2008 13,000 10,000 3,000

2008-2009 14,000 11,000 3,000

2009-2010 14,000 12,000 2,000

2010-2011 16,000 14,000 2,000

2011-2012 16,000 16,000 0

Table 1 – Voucher amount combination

Since one of the aims of the Scheme is to improve the quality of early childhood education in Hong Kong, all kindergartens under the Scheme must also accept the Quality Assurance mechanism. Kindergarten facilities are required, under this scheme, to submit the “Teacher Development Plan” for vetting and approval before disbursement of Teacher development subsidy. The “Teacher Development Plan” should be thoroughly discussed and agreed between the principal and the teachers of the facility, and endorsed by the kindergarten supervisor (Hong Kong Government, 2011). After the supervision, kindergarten should gain a “pass” performance. The kindergartens would then need

to accept a second inspection and further improve the quality of the facility to reach the Quality Assurance mechanism within five years from the first round of inspection. Otherwise, they are not qualified under the Scheme.

Discussions and Critical Analyses in Relation to Different Stakeholders

Do policy-makers make an adequate preparation to implement the PEVS?

Firstly, the Scheme mainly provides a fee subsidy for parents of children attending nursery, lower and upper classes in non-profit kindergartens



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and in parallel, subsidises teachers’ professional development (see table 1). The Scheme has been announced in October, 2006 and quick was implemented from the 2007/08 school year. According to Ozga (2000), there are those who understand policy in quite straightforward terms as the actions of government which aims at securing particular outcomes. Policy research in education would help to inhibit the misuse or simplification of research by policymakers, who denigrate or ignore research that does not support their chosen policy direction, while claiming to be committed to “evidence-based policy making” (p.2). Ozga (2000) also considers how different theoretical approaches connect to different methods of enquiry and analysis (p.1). At the beginning, the Hong Kong government did not seem to have approached any local researches or have based on any finding before implement the Scheme. They thought they had sufficiently enquired different stakeholders and gained solid findings or thorough analyses before implementing the scheme. However, the Scheme has eventually created many problems since its implementation in 2007 and up till now.

One major problem is that the Scheme originally aimed to improve the quality of early childhood education and to ease parents’ burden but has created reverse effects. Patrinos (2002) argues that it is commonly believed that market competition will put pressure on schools to improve the quality they provide (p.62). In Hong Kong, the introduction of the Scheme in the early childhood sectors is built on the basic tenet that the operation of a market in education supply is a positive act. All local preschools and kindergartens are private and mostly rely on the school fees to operate. That means early childhood education is privately run and market-driven. The new policy initiative promotes school choice as a means to increase competition among local preschools and kindergartens. More importantly, it signifies the formal recognition of the consumer power of parents in the education market (Ho, 2008. p.224). Thus, the Scheme has led to rigorous discussions among the early childhood sectors, educators and parents.

How does the PEVS effect on early childhood education sectors?

Friedman in his paper “Public schools: Make them private” (1995) mentioned that the most feasible way to bring about such a transfer from the government to private enterprise is to enact in each state a voucher system that enables parents to choose freely the schools their children attend. The voucher must be universal, available to all parents, and large enough to cover the costs of a high-quality education. No conditions should be attached to vouchers that interfere with the freedom of private enterprises to experiment, to explore, and to innovate. Theoretically, all preschools and kindergartens in Hong Kong are operated by the private sectors, with little financial support from the government, and hence are highly susceptible to market forces (Chan, 2002, p.83). According to Yuen and Grieshaber (2009), as compared with other countries, the scheme in Hong Kong is unique in that it is put into operation in an already competitive private sector and in the absence of any public provision (p.264). The use of vouchers in early childhood education has occurred mainly in contexts where both private and public education provisions coexist within the system (Brown et al, 1998, Lindjord, 2001; Granell, 2002; Lee, 2006; Levin & Schwartz, 2006). Nevertheless, there is still limited research being done on vouchers in early childhood education. Whether vouchers can actually improve the quality of education remains debatable (Yuen & Grieshaber, 2009, p.265). However, the scheme has caused differentiation to the early childhood education sectors.

Moreover, according to Friedman said that the whole point of a voucher system is to provide a competitive market place and should not be limited to non-profit making settings. In the first year of the Scheme, after protests by representatives of private independent kindergartens and parents with children enrolled in private independent kindergartens, the program was extended to children in private independent kindergartens, but only for those enrolled in or before September 2 0 0 7 . T h e H o n g K o n g g o v e r n m e n t a l s o provided up to HK$30,000 subsidy to for private independent kindergartens which wanted to convert



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into a non-profit setting. The Education Bureau encouraged private independent kindergartens to apply to convert into non-profit status but these institutions suddenly face a huge change within a short period of time. Meanwhile, it led a strike to private independent kindergartens.

According to the 2006/07’s Policy Address, kindergartens that have decided to participate in the Scheme would be inspected to assure its education quality. Both preschools and kindergartens had to implement the School Self-Evaluation (SSE) and compile their school reports and annual school plans. After the submission of the two documents, reviewers from the Education Bureau would visit preschools and kindergartens to validate the SSE findings and evaluate if they have met the prescribed standard (Hong Kong Government, 2011). Also, the Quality Review (QR) reports would be made publically available on the Education Bureau homepage.

Furthermore, the number of student admission for regular child care centre (CCC) is, on average, smaller than that of kindergarten (KG). In most cases, most CCC enrolls about one hundred students, and since it provides full-day service, it is impossible to legally increase enrollment. KG has the same teacher-to-student ratio with six to seven teachers per principal but KG mostly provides half-day service. KG can accommodate 180 to 300 students in a half-day session, and as many as 360 to 600 or above students during the morning and afternoon sessions combined. Thus, the KG’s staff has greater manpower than the CCC’s staff and creating more flexibility in terms of utilizing manpower resources. When these two sectors are exposed to the external and internal Quality Assurance mechanism evaluation, teachers at CCC would have to shoulder a larger portion of work, such as extra administrative and paperwork. It is a common reason that a part of CCC’s teachers choose to resign and change to work in KGs instead. The extension of PEVS to KG has exposed CCC to greater competition and increased pressure for CCC or full-day service provider.

In short, the quality assurance aspect of the

early childhood sectors led to an increased amount of paper work, administration and management planning issues, and resources re-arrangement problems. Also, while the report is made publically available, it is uncertain whether there will be any impact which may exacerbate the competitions in the field.

How does the PEVS support and enhance educators’ (front-line early childhood teachers) professionalism?

In the early 1990s, there was an increased public interest in and demand for more government interventions to upgrade the quality of kindergarten education. For the first time, the government was committed to upgrade the professional training of kindergarten teachers. The recommendations made by the Ad Hoc sub-Committee on Pre-Primary Education (Board of Education, 1994), organized by the Board of Education, were well received (Chan, 2002, p.90). According to the 2001 Policy Address, the minimum academic entry qualification for kindergarten teachers required five passes, including both Chinese and English on the Hong Kong Certificate of Education Examination. Since September 2000, kindergartens are required to have at least 60% qualified kindergarten teachers. By the 2004/2005 school year, all kindergartens are required to employ 100% qualified kindergarten teachers. Meanwhile, kindergarten principals are requested by current regulations to complete the training course and acquire the status of “Qualified Kindergarten Teacher’ (QKT) or its equivalent. By 2002/03 school year, all newly appointed kindergarten principals are required to have completed the Certificate in Kindergarten Education Course, or its equivalent. Furthermore, when the mandatory pre-service professional training for entry to the early childhood teaching profession is implemented, teacher education in Hong Kong will have reached an important milestone (Chan, 2002, p.92). Under the Scheme, teacher qualifications and statutory requirements are enhanced to obtain an Education certificate by the year 2011/12.

According to Ozga (2000), she mentioned that teachers should be allowed to speak with authority against misguided, mistaken and unjust education



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policy (p.1). Teachers are policy makers of sorts. They have a strong influence on the interpretation of policy, and engaging with the policy on a number of levels, from the national level of formal policy making to the informal arena of pupil-teacher relations (p.3). Actually, the government has adopted a top-down mode to implement the Scheme and the government has not consulted nor announced the scheme to the teachers beforehand. During the Scheme implementation period, teachers worked towards reaching the qualification requirement to fulfill the Quality Assurance mechanism. Teachers have pointed out that apart from teaching, they also have to prepare for school activities, handling additional administrative work and working hard to complete the degree course. They worked an average of sixty hours per week (Wenweipo, 2008). All these have made them unaffordable and forgot the role of professional teaching and learning area.

According to the Scheme, in addition to providing a fee subsidy for parents, teachers may be qualified to receive subsidies for teacher professional development. The government understands that enhancing teachers’ professional competency is critical in improving the quality of pre-primary education. Hence, they have reserved a part of the voucher value for teacher professional development, so that eventually the children will benefit (Hong Kong Government, 2011). Each eligible preschool or kindergarten will receive funding according to the Scheme (see Table 1). The teacher development subsidy is to enhance teachers’ professionalism through providing course fee reimbursement, appointing substitute teachers to relieve teachers’ workload and organizing school-based training programmes (Hong Kong Government, 2011). Unfortunately, because of the increased pressure, some teachers have resigned or switched to serve part-time as a substitute teacher. As a result, many schools are facing a shortage of teaching manpower. Meanwhile, the role of substitute teachers can not exactly replace a regular teacher’s duties. In fact, the substitute teachers did not relieve the teachers’ workload by much.

In addition, the recommended salary scale

for trained kindergarten teachers and registered childcare workers have lagged far behind that for primary school teachers. Furthermore, the recommended salary scale was not enforced and all kindergartens in the private sector were governed by market forces instead. As a result even trained kindergarten teachers were often paid at levels much lower than the recommended scale (Chan, 2002, p.91). The worst situation was the abolishment of the recommended salary scale following the Scheme implementation, leaving the remuneration level of teachers to be determined by market forces. Senior status teachers and teachers who have upgraded their qualifications may still be unprotected.

How does the PEVS beneficial or harmful to parents in real situation?

In the 2007 Policy Address mentioned that “providing quality education for our next generation is an integral part of government support for the family” (Hong Kong Government 2006, 16; Ho, 2008, p.224). According to Ozga (2000) parents are valuable to policy research, such as during in the investigation of the processes and consequences of choice of school for children (p.3). The Scheme assumes that parents are capable of making the best choice in terms of early childhood education for their children and that free choice and competition can help enhance the quality chosen (Yuen, 2007, p.356). However, a closer examination will show that the Scheme seems to repeat the emphasis of past policies, supporting half-day service more heavily and thus hindering the development of full-day programmes and limiting the availability of such choice (Yuen, 2007, p.356). Parents who opt for full-day programmes receive less financial support as compared with parents who choose half-day programmes. The lack of affordable choice has already pushed some parents to select a less favourable option for their children, especially for parents from low income families.

The significant consequence of a family’s decision is furthered highlighted through fee subsidies provided for attending certain schools. By attending eligible non-profit kindergartens rather, all three to six years old children would be



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eligible to receive a fee subsidy. However, they would not be able to enjoy fee subsidy under the Scheme when attending a private independent kindergarten. School choice is obviously a policy issue but it seems unfair to parents. The Scheme is limited to non-profit kindergartens only. Parents who choose to send their children to private independent kindergartens do not gain the funding from the Scheme. There were heated debates over this mandatory condition (Yuen, 2007), for it was against the spirit of free choice in using vouchers as originally conceptualised by Friedman (Yuen, 2009, p.264).

Furthermore, one of the aims of the Scheme was to ease the parents’ financial burden. However, some parents have reflected that the school fees they are paying were now more than before (China Daily, 2008). The Scheme also placed additional restrictions on parents in that they can only choose non-profit schools making with yearly fee less than $24,000. In Yuen’s study, it showed that the Scheme has not helped those in need, but rather created unfairness among social classes (Yuen, 2008).

Therefore, the current situation is dangerous because the privileging of markets has increased fragmentation, localism and fluctuation, in which ‘nearly all factors of social economic and political life are contingent, elective and gripped by change’ (Offe 1996; Ozga, 2000, p.7).

Suggestion for Improvement Based on the above discussions and critical analyses, the following are suggestions that have been raised. The policy makers should listen to opinions from the different stakeholders in order to develop a more “complete picture” to capture the increasingly complex global-national-local dynamics of education policy in new times (Vidovich, 2007, p.289). Vidovich (2007) also said that a hybrid framework for policy analysis which is based on the concept of a policy cycle (p.289). Policy makers will then consider any modifications of the policy cycle. The policy cycle approach is to incorporate state-centred constraint to a greater extent. The approach is state-centred to emphasize

the key role often taken by governments in policy, but it’s not state-controlled to the extent that other policy participants are completely excluded. The Scheme should be opened to all early childhood sectors, including non-profit kindergartens and private independent kindergartens.

There is a need for the policy makers to study the method of calculating the subsidy on the basis of the number of children. The policy makers should consider the subsidy irrespective of whether the child attends a full day or a half day kindergartens programme. There is more room for a half day kindergarten to admit more children. It is possible for a half-day kindergarten to admit twice as many children as full day preschools. The current scheme is therefore unfair to full day preschool. The workload for full day preschools is no less than that of half day schools, but they are subject to a different resource allocation. Thus, the policy makers should review the relevant policy so that full day preschools will be subsidized appropriately. As a result, it will provide an environment that is market competition. Also, parents should have more choices under the policy.

Moreover, Barrett (2004) stated that with increasing attention paid to policy effectiveness, evaluative studies were starting to highlight the problematic of implementation, and identify key factor deemed to contribute to what was perceived as “implementation failure” (p.252). The stakeholders and the government appeared to have different in expectations. The scheme is doubted on clear policy objectives, problems of communication and co-ordination between the links in the chain. Policy makers should return to evidence-based policy to reflect a centralized or open systems model (Newman, 2001).

According to Vidovich (2007) that next modification of the policy cycle is to explicitly highlight the two-way interrelationships between different levels and contexts of the policy process by examining the dynamics of how these contexts continually relate to each other (p.290). The early childhood sectors and teachers have expressed their situation and requirements through demonstrations



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to protest against the Scheme (Sun, 2009). There are possible avenues for feedback from the micro level, which has contributed to the reconstruction of policy agendas at the macro or intermediate levels (Vidovich, 2007, p.290). The government should create a favorable working environment for early childhood education, alleviate the administrative work of teachers and pressure as much as possible, such as extending the period of further studies and reducing the workload for self-evaluation. Teachers would then be able to focus more on the teaching and learning work, and it would be beneficial if schools and teachers were provided with additional room and manpower to cope with the requirements of teaching and studies.

The Hong Kong government should provide sufficient resources to schools. For example, the schools should be able to employ teaching assistants to manage administrative work. Also, the government expects teachers to pursue further studies after school and attain degree and certificate qualifications within five years, from the school year 2007/08 to 2011/12. The new requirements have forced teachers to attain their qualifications within a short period of time. As a result, teachers have experienced an increase in work pressure. Therefore, the Hong Kong government should consider extending the period of further studies for teachers. The mentioned adjustments would improve the quality of schools as well as the teachers’ working conditions. After teachers and principal have completed their qualification studies, the government should draw up a salary scale to encourage teachers and principals to pursue further studies. Also, an appropriate salary scale will identify and acknowledge the teachers and principals’ contribution to the education field.

Governments across the world need to be

able to respond quickly to events to provide the support that people need to adapt to change and that businesses need to prosper. Policy makers must adapt to this new, fast moving, challenging environment if public policy is to remain credible and effective (Cabinet office 1999, Newman, 2000, p.64). The Scheme has been implemented for over four years and should be reviewed as soon as possible. The government has delayed the review for 2011/12, which will probably have a great impact on the scheme.

Conclusion Policy affects people in almost every single aspect of life, but often gives an impression that it is something very remote, tedious, or hard to change. The fact is that policy can be very interesting as it takes into account the voices and actions of key stakeholders, including the interest of children.

In summary, early childhood education is an important stage in a child’s articulation to primary education. The intention of the Scheme is good in the sense that the government is paying more attention to early childhood education. If the current policies are continually reviewed through consultation and careful research, it will be of value to policy-makers, early childhood sectors, educators and parents. To this end, children will receive the most benefits. The Hong Kong government is definitely able to and needs to make greater commitment to early childhood education. While the Council has urged the government to expeditiously work towards the implement of fifteen years of free education, include early childhood education in the scope of subsidization, we look forward to witnessing a new milestone in Hong Kong early childhood education.

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Brown, S., Stephen, c. & Low, L. (1998). A research analysis of pre-school provision in the market place. Scottish Educational Review, 20(3), 4-14.

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Cleveland, G & Drashinsky, M. (2003). Financing ECEC Services in OECD Countries. http://www.oecd.org/Longabstract/0,2546,en_2649_34859051_28123669_119829_1_1_1,00.html. (accessed 10 April, 2011).

Curriculum Development Council (2006). Guide to the pre-primary curriculum. Hong Kong: Hong Kong government printer.

Education and Manpower Bureau (2002). Performance indicators. Hong Kong: Hong Kong government printer.Friedman, M. (1982). Capitalism and Freedom. Chicago: University of Chicago Press.Friedman, M. (1995). Public schools: make them private. Cato Institute Briefing Paper. no. 23, 23 June, 1995, http://

www.cato.org/pubs/briefs/bp-023. html.Granell, R. (2002). Education vouchers in Spain: the Valencia experience. Education Economics, 10(2), 119-132.Grieshaber, S. (2006). Yesterday, today, tomorrow: Globalization and early childhood education in Hong Kong. Hong

Kong Journal of Early Childhood. Vol. 5 No. 2 Novermber 2006, 14-22.Ho. D.C.W. (2010). Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership.

Educational Management Administration & Leadership. 28 (5), 613-624.Ho, D.C.W. (2008). Exploring the definitions of quality early childhood programme in a market-driven context: case

studies of two Hong Kong preschools. International Journal of Early Years Education, 16(3), 223-236.Ho, D.C.W. (2007). Policy of quality assurance in Hong Kong preschools. Early Child Development and Care. Vol.

177, No. 5, July 2007, 493-505.Ho, D., Campbell-Ban, V. & Lesson, C. (2010). Quality improvement in early years settings in Hong Kong and

England. International Journal of Early Years Education. Vol.18, No. 3 September 2010, 243-258.Hong Kong Government. (2011). Pre-primary education voucher scheme: Frequently asked questions and answers.

http://www.sfaa.gov.hk/eng/schemes/pevs.htm. (assessed on 8 March, 2011).Hong Kong Government (2006). Policy Address. Hong Kong: Hong Kong Government Printer.Hong Kong Government. (2001). Policy Address. Hong Kong: Hong Kong Government Printer.Lee, I.F. (2006). Rethinking the Taiwanese preschool vouchers. Hong Kong Journal of Early Childhood. Vol. 5 No. 2

November 2006, 33-40.Levin, H. M. & Schwartz, H. L. (2006). Educational vouchers for universal pre-schools. Economics of Education

Review, 26(1), 3-16.Lindjord, D. (2001). School vouchers and underprivileged families: and examination of the controversy. Journal of

Early Education and Family Review, 8(3), 5-6.Newman, J. (2001). Modernising governance. London: Sage.Opper, S. (1992). Hong Kong’s young children: Their preschools and families. Hong Kong: University of Hong Kong

Press.Ozga, J. (2000). Policy Research in Education Settings: Contested Terrain. Open University Press: Buckingham.Patrinos, H.A. (2000). Market forces in education. European Journal of Education. 35, 61-80.Sun (2009). 2000 people parade request to review the pre-primary education scheme. http://the-sun.on.cc/cnt/

news/20090525/00407_025.html?pubdate=20090525. in Chinese. (assessed on 18 April, 2011).



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Vidovich, L. (2007). Removing policy from its pedestal: some theoretical framings and practical possibilities. Education Review. Vol. 59, No. 3, August 2007, 285-298.

Wenweipo (2008). Pre-primary education voucher scheme makes teachers exhaust: 60 hours per week in working. http://www.wenweipo.com. News on 10 October, 2008. in Chinese. (assessed on 18 April, 2011)

Yuen, G. (2008). Parents found few benefits in voucher scheme. The Hong Kong Institute of Education online news. http://www.ied.edu.hk/news/html/2008/ 20080826.html. (assessed on 8 March, 2011).

Yuen, G. (2007). Vouchers in Hong Kong: a new milestone of early childhood education? Contemporary Issues in Early Childhood. Vol. 8, No. 4, 355-357.

Yuen, G. & Grieshaber, S. (2009). Parents’ choice of early childhood education services in Hong Kong: a pilot study about vouchers. Contemporary issues in Early childhood. Vol. 10, No. 3, 263-279.



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為什麼使用繪本教普通話？幼兒已有閱讀繪本的經驗

幼兒已有的閱讀經驗可以為使用繪本進行普通話教學提供聆聽和理解的基礎。在母語閱讀中，幼兒已建立對詞彙的理解，擴展了對語音的知覺和故事情節的理解，以及透過繪本接觸書寫語言。家長投入家庭大聲閱讀（read aloud）的時間，可能是僅次於擁抱孩子最能持久的經驗，例如常見的親子睡前閱讀（Trelease，1995）。在學前機構中也注重培養幼兒規律的閱讀習慣，例如幼兒每日午睡前集體大聲閱讀，或者是幼兒在圖書角幼兒可獨立或與同伴自由選擇繪本進行閱讀。這些從母語閱讀獲得的經驗，對於幼兒透過繪本學習普通話提供了重要的支持。

繪本資源豐富繪本不僅是幼兒成長的良伴，而且也是學

使用繪本教普通話：香港學前教育的經驗Using Picture Books to Teach Putonghua: Experience in

Hong Kong Kindergartens

胡馨允香港教育學院幼兒教育學系

摘要「繪本」又譯作圖畫故事書，是通過圖文結合共同敘述完整故事的書籍。兒童繪本的內容豐富有趣，廣泛運用在香港學前機構的母語教學課程，但卻較少在普通話活動中使用。為培養本地教師能夠更多元地探索校本普通話課程的設計和實施，本文探索以繪本為活動設計的主軸，根據繪本內容設計兒歌和遊戲來整合普通話活動，並分析繪本中的語言元素和使用繪本進行普通話活動的策略。

AbstractPicture books involve pictures and texts to illustrate stories. Hong Kong’s preschools widely adopt interesting children’s picture book in the mother-tongue curriculum. However, it is rarely applied in Putonghua learning and teaching. In order to prepare local preschool teachers to develop school-based Putonghua activities, pictures books are explored to design story-based songs and games. The related elements and teaching strategies in using picture books to teach Putonghua are discussed in this paper.

習語言的寶庫。香港本地幼兒機構中購置的各類繪本為普通話教學提供了可行性，其種類豐富，內容多樣化，主題大至宇宙世界，細至生活點點滴滴，為普通話教學內容的選擇提供了廣闊的空間。繪本中蘊含豐富的文化元素。近年來，隨著社會對早期閱讀的認同和重視，繪本資源已如雨後春筍般在亞洲地區出現。來自世界各地的繪本作家，將不同地區的文化、地域、民俗等帶入故事中，透過淺顯易懂的圖文呈現給幼兒。繪本可謂是博覽各地文化，如跨文化，涉及本地文化，涉及中國傳統文化等等涉及各類題材。值得一提的是，繪本可有益的補充中國傳統文化方面的內容，承擔對傳統文化的認同和覺醒作用，可豐富和擴展普通話教學的意義和內涵。這個角度看，學習普通話不僅僅是提高語言方面的能力。還可以從充滿了童趣的故事中補充幼兒對傳統文化的瞭解和欣賞，圖文並茂，生動有趣。以下舉例近年來出版有關中國傳統文化類的繪本：



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• 鬥年獸（格林） • 團圓（信誼） • 十二生肖誰第一（和英） • 老鼠娶新娘（遠流） • 年（明天） • 小石獅（明天） • 泥將軍（明天） • 神馬（明天） • 灶王爺（明天） • 兔兒爺（明天）

繪本蘊含豐富的語言教學內容繪本是一種充滿視覺效果的兒童文學作品，天然的蘊含了豐富的兒童語言。在文字方面，淺顯易懂，富含韻律，適合孩子理解和

模仿。例如繪本「愛吃水果的牛」（湯姆牛，2004），透過簡短有趣的故事描繪了一直愛吃水果的牛，在全村人生病的情況下，仍然健康。之後，愛吃水果的牛將自己的奶給全村人飲用，因為奶中含有豐富的水果，全村人吃了營養豐富的水果牛奶後病都奇蹟般的好了，從此大家也變得愛吃水果。繪本作者字字推敲，在充滿童趣的故事中適合幼兒理解的詞彙和句型（見表1）。

• 繪本中的語言結構簡單清晰 • 繪本提供生活化的語言 • 繪本蘊含新的詞彙 • 繪本蘊含豐富的句型　 • 繪本可以提供新的語言經驗

表1：故事中適合幼兒理解的詞彙和句型

詞彙牛、西瓜、木瓜、楊桃、士多啤梨、香蕉、蘋果、提子、牛奶、生病

形象的圖像與詞彙相對應，令幼兒可以透過有趣的圖畫來理解詞彙。

句型喝杯牛奶吧！透過這一句型來替換不同水果詞彙，令幼兒可在教學活動中根據這個句型進行語言遊戲。

繪本可以提供實施校本普通話的可能性張美靈、張勵妍（2006）指出缺乏完善的教材是幼稚園進行普通話教學面臨的一個困難。然而，若要創設校本普通話課程中有一定難度。一部分幼稚園致力於設計校本普通話課程，但是由於普通話課程與母語教學內容的割裂，容易強化普通話分科的作用從而導致學校課程臃腫的問題。另一方面，如需自行開發校本教材對普通話教師而言極具挑戰，教師需要顧及不同年齡幼兒的學習進度，以及銜接課程進度等多方面的因素。根據學前教育課程指引（課程發展議會，2006）指出，「針對本地語文學習情況，口語方面有母語（廣州話）和普通話，書寫文字則只有一種」。普通話在學前教育課程被定位在語文範疇中的口語方面，如可使用繪本來進行教學的話則可在一定程度上豐富母語課程在理解、聆聽、表達和文學欣賞等方面的內容。例如，母語課程正在進行動物的主

題，普通話活動可有空間選擇和動物相關的繪本補充母語課程的內容，此時，普通話老師的角色不僅僅是教一門語言，而是與幼兒的母語學習經驗緊密配合，整合幼兒的學習進度。

使用繪本教普通話的策略筆者於二零一零年度開始培訓職前幼兒教師使用繪本進行普通話教學活動設計。旨在培養本地教師能夠更多元的探索校本普通話課程的設計和實施。在課程中，以繪本為活動設計的主軸，根據繪本內容設計兒歌和遊戲活動來整合幼兒普通話學習活動。以下部分，將從本課程學員的所設計的教學活動來分析普通話故事兒歌唱遊活動的基本元素，包括繪本故事，兒歌和遊戲（見圖1）。

一、故事：「故事是事件的重述，不論它真實或想像，也不論故事背景是過去、現在或



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未來」（葉嘉青，2008，頁38）。故事即是將一件事情，用語言表達出來。而這些不論是真實的、幻想的、過去的、現在的或未來的事情亦可以定義為故事。透過故事情境，幼兒可以更具體的瞭解事件和人物在一個情景中的發展。故事中包含了大量的語言元素。以繪本「白雲麵包」為例，文字中包括了各種類型的詞彙，其中動詞最多，有37個，其次是51個名詞和12個形容詞。這三類詞彙是構成幼兒語言的重要部分（見圖2）。

20世紀 80年代初，Krashen（1982）在輸入假設理論（The Input Hypothesis）中提到可理解性輸入（Comprehensible Input）這一個重要概念。指學習者聽到或讀到可以理解的語言材料的難度應該稍微高於學習者目前已經掌握的語言知識。當前的語言知識狀態定義為 i，下一階段語言發展的階段定義為 i + 1。這裡的 1就是當前語言知識與下一階段語言知識之間的距

離。只有當學習者接觸到屬於 i + 1 水平的語言材料，才能對學習者的語言發展產生積極的作用。也就是說如果語言材料中僅僅包含學習者已經掌握的知識或者語言材料太難，對語言習得就沒有意義（梁愛民，2010）。繪本中的詞彙和句型，一部分是可能屬於幼兒已有的語言知識，例如小貓，麵包等詞彙屬於 i的狀態，配合圖片很容易讓幼兒理解；但是另一部分則會高於幼兒目前的語言水平。例如做麵包過程中出現的詞彙：揉、酵母和牛奶等，對於幼兒較為陌生，略高於幼兒目前的語言水平，屬於 1的狀態。由此看出，繪本中的語言不但包括幼兒已掌握的語言內容，還包括略高於幼兒目前水平的詞彙和句型。透過繪本，可以鷹架幼兒發展聆聽、和理解的能力。

二、兒歌：「兒歌是孩子們的詩。從孩子們的心性、生活、童話世界意象、遊戲情趣，以及兒童語言的感受出發，比起成人們的山

故事

詞彙

句型

兒歌遊戲

圖1：普通話故事兒歌唱遊活動的基本元素

白雲麵包

動詞51個例如：飛、走、大叫、找、坐

名詞37個例如：

白雲、麵包雨、床、屋外、天空

形容詞12個

例如：有趣的、圓圓的、香噴噴的、輕飄飄的、高高的、驚險的

代詞4個例如：我、我們、他、你

數詞2個例如：四十五、一

圖2：繪本「白雲麵包」的詞彙分析



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歌、民謠，更要顯得：句式自由，結構奇變，比興特多，聲韻活潑，情趣深厚，意境清新，言語平白，順口成章……」（朱介凡，1977，頁27）。兒歌大都是敘述一件事或描寫一個物的特徵，介紹一般性的知識，而且富有教育意義。因此，兒歌的實用性很高。以下根據「白雲麵包」的繪本而創編的三首兒歌，分別代表 1）對話式，2）迴旋式和 3）情節式的兒歌。對話式的兒歌中鋪排了讓幼兒可以互動的語句，例如提問和回答，可以透過兒歌讓幼兒增加語言交流的機會。兒歌中的對話可鷹架幼兒之間的互動，例如幼兒可以在兒歌中提問麵包的種類：

幼兒1：你做甚麼麵包呀？幼兒2：我做白雲麵包呀！

迴旋式的兒歌十分受幼兒的歡迎。例如以下迴旋式兒歌中幼兒不斷重複做麵包的過程，反覆的加入不同的材料。兒歌中有規律的呈現「我們一起做麵包，加麵粉，加牛奶，揉一揉」，然後再回到「我們一起做麵包，加，加，揉一揉」，兒歌中不斷替換和增添新的詞彙。幼兒喜愛有重複性和規則性的兒歌，可以重現有趣的唱遊環節，通過一遍遍的回顧做麵包的程序，讓幼兒可以有充足的機會來體會做麵包的樂趣。3）情景式的兒歌重現故事的主要環節，例如早起，白雲在樹梢，做麵包，送給爸爸，簡短的兒歌用七句歌詞描述了整個故事的核心，琅琅上口。幼兒喜愛唱兒歌，如能盡量用幼兒熟悉的方法來表達，可緩解幼兒上普通話課時需要「說」的壓力。兒歌中的句型也可用於活動中用來鷹架幼兒表達，鼓勵幼兒說故事。

1) 對話式：「白雲麵包」

肚子咕咕餓，我們一起做麵包。做麵包！做麵包！你做甚麼麵包呀？我做白雲麵包呀！我做麵包。

2) 迴旋式：「白雲麵包」

A：我們一起做麵包，加麵粉，加牛奶，揉一揉，

A：我們一起做麵包，加酵母，加蘋果，揉一揉，

A：我們一起做麵包

3) 情節式：「白雲麵包」

早早起，一朵白雲在樹梢，我用白雲做麵包，揉一揉，揉一揉，白雲變麵包。吃一口，輕飄飄，飛呀飛呀送爸爸。

圖3：三種類型的兒歌示例

三、遊戲：根據故事的線索來整合音樂和遊戲，透過音樂促進幼兒對語言的聽說興趣，從遊戲中培養幼兒說和交流的能力。遊戲環節可以故事為本，結合音樂、身體動作、角色扮演等。遊戲在活動中是不可或缺的一個重要內容，因為許多故事具有敘事型態，但是幼兒在聽完故事後，大部分停留在理解故事內容的層次，但是距離輸出語言，即「說」還是有一定距離。如能整合遊戲來幫助幼兒加工語言，則能夠大大提升幼兒在普通話活動中的參與性，即可活學活用語言。

設計「白雲麵包」的活動中，有不同類型的規則遊戲。規則遊戲指參與遊戲者需要按照一定的規則參與遊戲。規則遊戲提供有趣且具挑戰性的活動，允許所有的遊戲者能主動全程參與（郭靜晃，陳正乾，1998）。在早期普通話中使用規則遊戲一方面可以由教師設計適合的語言遊戲活動融入幼兒參與，結合繪本當中的目標詞彙以及兒歌的內容，另一方面，幼兒喜愛規則遊戲，可以和在學習活動中體驗和成人、幼兒的團體遊戲。規則遊戲中可以幫助幼兒聆聽、觀察和模仿說普通話。對年幼的普通話學



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圖4：「白雲麵包」的活動過程示例

類型活動過程幼兒的參與

類型一

故事兒歌遊戲

– 用繪本「白雲麵包」講故事（5分鐘）– 教兒歌（教師讀歌詞、示範唱–幼兒模仿、跟唱，做動作）（5分鐘）

– 遊戲活動（15分鐘）– 總結：重溫故事情節和兒歌（5分鐘）

聆聽和理解模仿學唱兒歌，做動作

聽指示，遊戲中反覆模仿和運用語言

類型二

故事兒歌遊戲

– 用繪本「白雲麵包」講故事，在故事進行到做麵包的時候，教師示範唱兒歌，並請幼兒聆聽或跟唱兒歌，根據情節參與創作做麵包的動作。

我們一起做麵包，加麵粉，加牛奶，

揉一揉– 之後繼續講完故事（10分鐘）– 遊戲活動（15分鐘）在團體遊戲中，幼兒運用以下句型互相對話。

幼兒1：你做甚麼麵包呀？幼兒2：我做白雲麵包呀！

– 總結：重溫故事情節和兒歌（5分鐘）

聆聽和理解，學唱兒歌

創作動作

幼兒邊做動作，邊唱歌發揮創意替換歌詞

聆聽和理解聽指示，唱兒歌，遊戲中反覆模仿和運用語言，運用句型互相對話

類型三

故事兒歌唱遊故事結局

– 用繪本「白雲麵包」講故事– 教師請幼兒參與唱遊活動 1）教師出示教具，請幼兒在樹上摘下白雲，教師示範唱出部分兒歌，幼兒模仿跟唱：

早早起，一朵白雲在樹梢。 2）繼續講故事 3）講到媽媽開始做麵包的時候，教師用兒歌唱出故事情節。並邀請幼兒參與角色扮演遊戲，配合兒歌玩遊戲。

我用白雲做麵包，揉一揉，揉一揉，白雲變麵包。

4）繼續講故事 5）講到小貓兄弟吃完白雲麵包，飛起來的時候，教師示範兒歌，請幼兒在兒歌中扮演動作。

吃一口，輕飄飄，飛呀飛呀送爸爸。 6）集體唱遊活動，在遊戲中完成唱出兒歌。並在遊戲中用句子進行對話：小貓兄弟：爸爸請你吃麵包。爸爸：謝謝你！ 7）故事結局，並引導幼兒分角色唱出兒歌。

聆聽和理解

參與活動，模仿嘗試唱兒歌

聆聽和理解參與活動，模仿嘗試唱兒歌角色扮演，唱兒歌，玩遊戲

聆聽和理解參與活動，模仿唱兒歌，動作扮演

參與集體唱遊，練習說句子。



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習者而言是適切的學習活動，可以降低學習者的壓力，增添聽說普通話的興趣。

既然繪本所輸入的語言極其豐富，但是是否能夠一次就讓幼兒理解和記住呢？其實這就如同母語學習中的經驗所看到，雖然幼兒能夠聆聽和理解故事內容，但是若要完全掌握故事中的所有詞彙和句型也是不切實際的，即故事中語言的輸入大於語言的輸出。不同類型的文本難度也有差別，教師需要在講故事的基礎上設計專門的教學活動環節來幫助幼兒加工語言，即鷹架幼兒輸出語言。周淑惠（2005）提出不同的鷹架策略可以幫助幼兒在活動中搭建學習與發展。在普通話教學中，教師可借助語言鷹架，圖畫鷹架和材料鷹架這三個策略來支援幼兒體驗繪本故事中所蘊含的內容。

一、語言鷹架：透過教師的朗讀讓幼兒體會文字的節奏，讓幼兒聆聽類似童謠，韻律十足的句型。教師再適當加入聲調和表情的配合，可以更充分的發揮語言鷹架策略對繪本故事的聆聽理解。提問也是一個有效的語言鷹架策略，例如：這是什麼？你看到什麼？剛剛你聽到小貓他們在做什麼？媽媽放了哪些材料？提問結合繪本中的畫面，可以幫助幼兒回溯故事情景，嘗試使用普通話進行表達。

二、圖畫鷹架：圖畫中通常蘊含豐富而開放的資訊，其中所表達的細節往往多於文字所涵蓋的內容。積極運用圖畫所帶來的效果，可配合文字讓幼兒建構文學作品所表達的意境。這也

是兒童文學作品中的特點，例如繪本中小貓們看到白雲的眼神，做麵包時的動作，以及最後吃了白雲麵包飛起來給爸爸送麵包歡快場面，教師可以捕捉這些充滿樂趣的圖畫，讓幼兒體驗故事中的情節。同時，也可鼓勵幼兒根據圖畫作出回饋或角色扮演體驗，此時則是幼兒可輸出語言的適當機會，透過圖畫鷹架幼兒的理解和表達。

三、材料鷹架策略：幼兒的親身參與常常能夠深入體會文學作品。此時教師可以靈活運用材料來鷹架幼兒投入故事欣賞活動。例如開放地設計教具和場景來支援角色扮演遊戲，語言表演等環節。例如，教師在活動中使用棉花製作白雲，邀請幼兒重現故事情節，或者自製的「白雲和麵包」讓幼兒參與麵包製作過程。教師先作為旁白，讓幼兒在語言情景中自由體會做麵包，之後，再透過操作材料讓幼兒表達自己創作的語言。此時幼兒所表達的語言將加入自己的理解和想像，語言的學習變得靈活而有趣。此時，普通話活動也將進入另一個階段，融入到幼兒在情景中自然表達。

在培養本地教師探索校本普通話課程中，繪本的使用的確可以幫助打開另一道門。難易程度不同的繪本豐富了普通話教學的內容和方法。本文僅以探討繪本設計為主軸的活動設計為開端，今後將積極支持教師們發揮創意實施整合的普通話活動，以及實際關注幼兒透過繪本學習普通話的成效。

參考資料白希娜（2005）：《白雲麵包》，臺北，維京國際股份有限公司。朱介凡（1977）：《中國兒歌》，台北，純文學出版社。郭靜晃、陳正乾（譯）（1998）：《幼兒教育：適合3-8歲幼兒的教學方法》，台北，揚智文化事業。(Spodek, B.

& Saracho, O.N., 1998)張美靈、張勵妍（2006）：香港幼稚園普通話教學支援服務 -問卷調查分析，《教研通訊》，17，9-11。梁愛民（2010）：可理解性輸入與最近發展區概念支架類型研究，《濟南大學學報（社會科學版）》，20 (4)，33-36。湯姆牛（2004）：《愛吃水果的牛》，台北，信誼出版社。周淑惠（2005）：鷹架引導策略，《國教世紀》，216，45-56。葉嘉青（譯）（2010）：《從搖籃曲到幼兒文學：零到三歲的孩子與故事》，台北，心理。(Kennedy, A., &

Stonehouse, A., 2008) The Hong Kong Institute of Education Library


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劉歡（2009）：當代繪本書籍的概念界定，《藝術與設計（理論）》，7，259-260。課程發展議會（2006）：《學前教育課程指引》，香港，課程發展議會。Trelease, J. (1995). The new read-aloud handbook. New York: Penguin Books.Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.



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兒童語音障礙兒童的語音障礙 (Speech Sound Disorders) 泛指兒童時期出現的語音困難 (Bernthal, Bankson & Flipsen, 2009; Paul & Flipsen, 2010; Williams, McLeod & McCauley, 2010)。語音障礙是一個統稱，主要包括「構音障礙」 (articulation disorders) 及「音韻障礙」 (phonological disorders) 的兩種與語音有關的障礙 (ASHA, 2012)。

協助語音障礙幼兒的方法Strategies to Help Preschool Children with Speech Sound

Disorders

羅頌華、梁長城香港教育學院幼兒教育學系

摘要幼稚園老師在主流幼稚園及幼兒園有不少機會遇上有語音障礙的幼兒。本文引述教育統籌局於二零零三年發布的四種香港常見的學童語音錯誤。第一，學童比較難掌握/s-/ (沙)、/ts-/ (揸) 及/tsh-/ (叉)音。第二，語音障礙的學童較常說錯/ph-/(婆)、/th-/ (頭) 及/kh-/ (卡) 這三個音。學童亦較難掌握尾音(後輔音)，如/-m/ (心)、/-n/ (新)、/-ŋ/ (生)及複合韻母，如/ai/ (哎)及 /ui/ (會)。本文探討數種方法協助老師在主流幼稚園支援語音障礙的幼兒，包括(1)了解幼兒的粵音表現、(2)適切的轉介、(3)以正面的態度對待有語音障礙的幼兒、(4)在日常的互動中促進幼兒語音發展及(5)善用資源。

AbstractSpeech sound disorder is a type of common childhood language disorders. Hong Kong mainstream kindergarten and nursery teachers have frequently encountered this disorder. This article summarized the four major types of speech errors in Hong Kong children mentioned Hong Kong Education and Manpower Bureau (EDB) in 2003. Firstly, children have made errors in producing fricatives and affricates /s-/, /ts/ and /tsh-/ sounds. Secondly, they might have difficulties in producing aspirated sounds such as /ph-/, /th/ and /kh-/. EDB also highlighted that Hong Kong children might also have difficulties in pronouncing the final consonants such as /-m/, /-n/ and /-ŋ/, and diphthongs such as /ai/ and /ui/.

This article summarized the strategies that could be used by mainstream kindergarten teachers in helping those children with speech sound disorders, including (1) identification of speech sound disorders, (2) referral of children to government services, (3) promoting positive attitude towards children with speech sound disorders, (4) facilitating of speech sounds productions in daily activities, and (5) use of public resources available in Hong Kong.

語音障礙的成因有很多。一部分語音障礙是由一些發展性障礙 (Developmental Disorders) 如自閉症 (Autism)、遺傳性症候群 (Genetic Syndromes) 如唐氏綜合症 (Down’s Syndrome)、聽障 (Hearing Loss) 及腦神經障礙 (Neurological Disorders) 如腦性麻痺 (Cerebral Palsy) 所引起，但更多是成因不明的 (ASHA, 2008)。根據外國的數據，兒童的語音障礙佔整體兒童的 5 至10% (羅頌華和梁長城，2011)。



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*註一本文以國際音標作為標音方法，輔以例子說明，例如 /s-/ (心 )。

若要理解幼兒的語音障礙，首先要明白幼兒的語音發展。幼兒的語言發展由牙牙學語開始至單字，然後發展至雙詞、簡單句及複雜的句子 (Bernstein & Tiegerman-Farber著，王大延和陳櫻桃譯，2008；錡寶香，2009 ; Owens, 2012 )。幼兒的語音發展與語言發展，均依從普遍的發展順序 (developmental pathway)，而每種語言的語音發展亦各有不同。香港幼兒有其獨特的語音發展，與台灣或英國等地區並不相同。幼師觀察幼兒的粵音表現時，應以香港的粵音發展作對比，不宜以其他國家的語音發展順序作比較。香港男生與女生的語音發展略有不同 (Cheung, Ng, & To, 2006)。女生的語音發展比男生快，於四歲六個月大致發展完成，只有 /s-/音 (沙 )*註一直至小一才能準確說出。而男生的語音發展於五歲大致發展完成，只有 /s-/音(沙 ) 及 /tsh-/音 (叉 )直至小一才能準確說出。關於香港幼兒的粵音發展順序，可參考作者於二零一一年出版的文章《學前兒童的語音障礙》。

幼兒的語音發展雖然有個別差異，但是若果幼師發現幼兒語音不清，及其語音表現與同年齡的同學相差太大，亦宜盡早協助他們。首先，兒童的語音障礙未必會自然痊癒 (ASHA, 2008)。羅頌華曾經協助一些三十歲後才向言語治療師求助的人士，他們的語音錯誤是從小開始，但未有處理，直至成年後因工作需要才決心接受治療。其次，治療需時，有些個案需要數年的持續治療才可以糾正所有語音錯誤，所以及早發現及治療對幼兒有正面的影響。第三，及早介入能預防其他次障礙的出現 (ASHA, 2008；陳肖齡，2006；黎玉貞，2007)。語音障礙對兒童的影響因人而異。一些幼兒比較能接受自己說錯音，亦沒有因錯音而影響自尊、自我形象、溝通、社交及整體語言發展。但是，一些幼兒比較介意自己說錯音，因而迴避溝通、不肯說話及自我形象低落。幼師若能細心留意幼兒的語音及整體表現，定能協助幼兒語音發展。

教育統籌局 (2003) 指出語音障礙是學童常

見的一種語言障礙，佔轉介至教育統籌局的個案中的七成。香港的學童常見的語音困難有四種類型 (教育統籌局，2003)。第一，學童比較難掌握 /s-/ (沙 )、/ts-/ (揸 ) 及 /tsh-/ (叉 ) 音。有些學童在說 /s-/音時把舌頭伸出 (dentalization of /s-/)、一些學童沒有把上下牙齒正確地咬合，一些學童則以其他粵音代替 /s-/、/ts-/ 及 /tsh-/ 這三個音。他們可能把 /s-/ (手 ) 說成 /t-/ (豆 )、/tsh-/ (車 ) 說成 /ts-/ (遮 ) 及把 /ts-/ (針 ) 說成 /k-/ (金 )。第二，語音障礙的學童較常說錯 /ph-/(婆 )、/th-/ (頭 ) 及 /kh-/ (卡 ) 三個音。學童未能說出這三個送氣音 (aspirated phoneme)，而以不送氣音 (unaspirated phoneme) 代替，即是把 /ph-/(婆 ) 說成 /p-/ (波 )、把 /th-/ (頭 ) 就成 /t-/ (豆 ) 及把 /kh-/ (卡 ) 說成 /k-/ (家 )。第三，學童亦可能有尾音 (後輔音 )的錯誤，他們把尾音 /-m/ (心 )、/-n/ (新 )、/-ŋ/ (生 )、/-p/ (十 )、/-t/ (實 )及 /-k/ (塞 )省卻，把「心」說成「沙」或把「鴨」說成「呀」。他們也可能混淆這六種尾音，把 /sam/「三」說成 /san/「山」。此外，學童亦出現複合韻母的的錯誤。他們把複合韻母的後半部省略，例如 /ai/ (哎 ) 說成 /a/ (呀 ) 或 /ui/ (會 ) 說成 /u/ (嗚 )。

協助幼兒克服語音障礙的方法本文從幼師的角度出發，提出數種協助幼兒克服語音障礙的方法，包括了解幼兒的粵音表現、適切的轉介、以正面的態度對待有語音障礙的幼兒、在日常的互動中促進幼兒語音發展及善用資源。

了解幼兒的語音表現粵語的語音系統甚為複雜，而且沒有統一的標音系統，比較常見的是國際音標 (International Phonetic Alphabet)、耶魯羅馬字母方案 (Yale Romanization) 及香港語言學學會的粵併系統 (Cantonese Romanization)。幼師未必需要熟悉所有標音系統，但若能留意每個標音系統的例子，便比較容易理解粵音，如 /s-/ 的例子是「沙」。



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幼師可下載教育統籌局於二零零三年出版的網上粵音教材「輕輕鬆鬆學語音（I及 II）」，內有粵語前輔音，元音及尾音的詳細描述及例子，以供老師參考。（參考圖一）若果幼師希望詳細了解香港粵音，可參考中文大學的「黃錫

凌《粵音韻彙》電子版」。（參考圖二）幼師可於網頁的左上方輸入想查詢的漢字，但廣東話字如「嘅」則未能查詢，然後網頁會顯示該漢字的粵音音標，亦能播放準確的讀音。若幼師想查詢一些粵音的字，可在「輸入粵音」的項目中輸

圖一：教育統籌局 (2003) 「輕輕鬆鬆學語音 (II)」的版面

圖二：黃錫凌《粵音韻彙》電子版的網頁



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入粵音如「n」，網頁便會顯示一些 /n-/ (男 ) 音的漢字。

當幼師對粵音有一定的認識後，便能準確紀錄幼兒的粵音，特別是錯音的表現。請參照以下事例，括號（）中是幼兒說話的意思。

事例（一）情景：老師與幼兒甲在茶點時間談天

老師：你鍾意食咩呀？幼兒甲：滴餅（原意：食餅）老師：仲有呢？幼兒甲：滴於古力（原意：食朱古力）

首先，老師可以把幼兒的錯音先做紀錄。幼兒甲把「食」說成「滴」，及把「朱」說成「於」。然後，老師再分析幼兒的錯音。幼兒甲把 /s-/ 音說成 /t-/ 音及把 /ts-/ 說成 /j-/ 音。

「語音紀錄」令幼師清晰地了解幼兒的錯音是偶發還是恆常的表現，有助決定是否需要向家長說明及轉介至政府機構作進一步測試。再者，老師能在分析語音後清楚了解幼兒的粵音錯誤，例如幼兒甲便說錯了 /s-/ (沙 ) 音及 /ts-/ (揸 ) 音。除了紀錄幼兒在對話中的語音表現外，幼師可以進行粵音簡測。保良局教育事務部於二零一零年出版幼兒粵語正音教材套（第二版），旨在推廣粵語正音，其中包括粵音介紹、學童粵音測試表及一些粵語正音活動。學童粵音測驗表包括前輔音（聲母），尾音（韻尾）及聲調，適合幼師使用。幼師亦可請幼兒進行附件一的粵音前輔音（聲母）測試，幼師先出示詞語的圖片，然後紀錄幼兒的語音。例如，幼師出示「蘋果」的圖片，然後問幼兒「呢個係咩？」，再記下幼兒的語音。

適切的轉介本港奉行「及早識別」及「及早介入」的幼兒復康方針。香港政府於一九七七年發表第一份康復政策及服務白皮書「群策群力協助弱能人士更生」，便訂定了及早適別及診斷弱能幼兒，給予適當的治療，從而增加他們的康復機會及減少因障礙而對他們造成的影響為幼兒復康的方向（陳肖齡，2006）。香港特別行政區政府於二零零五年分階段實行整合衛生署、醫院管理局、教育局及社會福利署的兒童發展先導計劃，名為「兒童身心全面發展服務」。計劃中的其中一個重點是認同學前教育機構及幼師對幼兒的健康、發展、行為及學習問題有充分的了解，亦期望幼師及早轉介懷疑有各項困難，包括語音及語言困難的幼兒，讓他們及早得到適切的評估、支援及治療。幼師與幼兒的家長溝通後，可填寫「致母嬰健康院個案轉介表」，母嬰健康院（以下簡稱「健康院」）約於一個月之內會致電家長安排會面。學前機構會收到健康院的初步回覆，說明有關的安排。家長帶幼兒接受健康院的評估後，學前機構會收到健康院的正式回覆，簡述幼兒的情況及其他安排。教育局強調，幼師的轉介制度於二零零八年十二月起，擴展至全港的學前機構（教育局，2008）。

幼師可參考《學前兒童發展及行為處理 ── 幼師參考資料套》的網上教材，重溫有關服務的事宜、學前兒童的成長發展、如何識別有特殊需要的兒童、如何向家長建議轉介、基礎行為理論及技巧及處理兒童的行為、情緒及學習問題等資料（衛生署、教育局及社會福利署，2009）。幼師可特別留意轉介信第二部分「兒童的整體學習表現」，並於該項註明「懷疑幼兒有語音障礙」，及填寫幼兒的錯音。詳情可參考圖三。

II. 兒童個人發展表現資料（請略述）：兒童的整體學習表現（如學習進度、特別指導的需要等）：懷疑幼兒有語音障礙，學生未能說出 /s-/、/f-/、/l-/、/m-/ 音。

圖三：填寫轉介信第二部分「兒童個人發展表現資料」的事例



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於「兒童在各方面的發展狀況」的語言項目，幼師可重點說明幼兒的語音情況，並附以例子說明。詳情可參考圖四。

最後於第四部分，於發音問題的選項中加上「4」，可參考圖五。

圖六 : 香港言語治療師協會網頁

III. 兒童在各方面的發展狀況：語言例如：理解和表達能力、發音清楚程度等

學生說錯很多粵音，很難了解幼兒的說話。幼兒把「手」說成「豆」、把「花」說成「巴」、把「老」說成「無」及「貓」說成「飽」。

圖四：填寫轉介信第二部分「兒童在各方面的發展狀況」的事例

IV. 轉介原因（可選多項）：學習問題（如：整體學習能力較弱、較難掌握學前概念、認讀文字或默寫有困難等）語言問題（如：語言理解 /表達較弱）

4 發音問題（如：咬字發音不清、口吃等）行為／情緒問題（如：專注力弱、活躍、易發脾氣或情緒緊張等）健康問題管教問題家庭問題其他（如：動作不協調等）（請略述）：

圖五：填寫轉介信第四部分「轉介原因」的事例

除了政府的服務，家長亦可找尋私立言語治療師。家長可瀏覽香港言語治療師協會的網頁（參照圖六），然後在頁首的右下角中選取

「搜尋言語治療師」，再查看全港私人執業的言語治療師資料。



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以正面的態度對待有語音障礙的幼兒有語音障礙的幼兒與其他患有發展性障礙的幼兒一樣，需要成人的包容、耐心及尊重。若要創造一個共融及能夠支援有特殊需要幼兒的學習環境，幼師是否認識及接納幼兒的個別差異非常重要 (教育統籌局，2001)。幼師可以加強了解有特殊需要的幼兒的需要及優點，切忌過分集中於幼兒的缺失及短處。教育統籌局(2001)的教師指引亦列出數種協助有溝通困難的學生的策略，節錄其中六種適合語音障礙學生的支持策略如下 :

• 給學生充裕的時間表達他們的意思。• 對學生在溝通方面的反應、表達和努

力，應作出回應、鼓勵及讚賞。• 如果學生說話時言語不清或詞不達意，

亦不應怪責他們，因為他們也不想這樣，只是力有不逮而已。

• 如果學生不願在人前說話，切勿強迫他們。

• 當學生嘗試表達自己時，縱然言中有錯，也不用糾正他們每一個錯誤。

• 我們切勿取笑或模仿學生的語病。

美國言語語言及聽力協會 ( A m e r i c a n Speech-Language-Hearing Association) 於二零零八年強調幼兒的語音及語言治療應該支援及應用幼兒的自然的學習體驗。即是治療不應影響幼兒的整體學習。在日常生活的情境，過分集中於糾正幼兒的語音未必能有效協助幼兒學習粵音，更可能打擊幼兒的溝通意欲，令幼兒的語言發展受到影響。以下例子說明成人過分集中於幼兒的語音表現而影響幼兒與成人之間的溝通。幼兒與成人本來應分享到海洋公園遊玩的事情，成人亦可以依幼兒的興趣在各方面啟發及引導幼兒增進知識。可惜成人並沒有善用溝通機會，反而在不適當的場合過分執著於語音，令幼兒未能成功分享生活經驗更打擊幼兒的溝通意欲及自信心，實在可惜。再者，語音學習及治療有一定的程序，由淺入深協助幼兒掌握不同粵音，多數由單音開始，然後推展至單字。在對話中要求幼兒重覆成人的說話未必是有效的介入策略。

事例（二）情境：幼兒與成人分享生活經驗

幼兒乙：我豆癲去攞海洋公園。（原意：我頭先去咗海洋公園。）

成人：咩呀？唔知你講咩，講清楚啲。幼兒乙：去攞海洋公園。（原意：去咗海洋公

園。）成人：係「咗」唔係「攞」呀。成人：跟我講多次。「咗」。幼兒乙：攞（原意：咗）成人：唔係呀。係「咗」唔係「攞」呀。

在日常的互動中促進幼兒語音發展要促進幼兒的語音發展，其實未必需要進行一對一的語音訓練。幼師可在日常生活中示範正確的粵音以強化幼兒的語音認識。第一，幼師可分析幼兒的錯音，然後在對話中加強該音的語氣及聲量，令幼兒留意粵音。在以下的例子中，幼兒丙未能準確說出 /s-/ (沙 ) 音，老師在對話中自然地在 /s-/ 音字「小」及「晨」加強語氣及聲量，令幼兒留意準確的 /s-/音字。

事例（三）情景：幼兒剛剛回幼稚園上課

老師：小明早晨。（斜體字代表加強語氣及聲量 )

幼兒丙：老啲早人。（原意：老師早晨。）老師：早晨，你今日好精神喎。

第二，幼師可在回應幼兒時，強調正確的發音，而不需要幼兒重覆老師的說話。以下例子中的老師了解幼兒說錯了 /s-/ 音，把「三」說成「擔」。老師沒有中斷教學而糾正幼兒丙的語音，但在回應幼兒時以強調的語氣及聲量說出 /s-/音字「三」，令幼兒察覺自己的語音跟老師的語音有所不同。



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事例（四）情景：老師與幼兒分享「三隻小豬」的故事

老師：邊隻豬最聰明呀？幼兒丙：擔豬最聰明。（原意：三豬最聰

明。）老師：係喎。三豬最聰明。（斜體字代表加

強語氣及聲量）老師：其他同學覺得邊隻豬最聰明呀？

除了以上的方法，幼師亦可參考保良局教育事務部於二零一二年由教育局優質教育基金撥款出版的「粵音故事教材套」。教材套旨在推廣「粵語正音」，包括24冊故事書，每個故事強調兩至三個粵音。在故事中的文字上輔以粵併標示該故事的重點粵音，例如在「馬」字上標上 /m-/ 音。幼師可善用以上教材，選擇合適的故事，令幼兒留意某幾個粵音。例如，幼師可說「大風吹的遊戲」故事，重點加強幼兒對 /f-/音 (花 ) 及 /h-/ 音 (紅 )的認識。除了說故事，幼

師亦可與幼兒玩一些在教材套中收錄的粵音遊戲，促進幼兒的語音發展。

善用資源幼師可善用香港的網上資源及經已出版的粵音教材，加深對粵音的認識及教學。網上資源方面，幼師可瀏覽教育局言語治療服務網頁及香港教育城的教學資源庫，該網頁不定期更新有關語言障礙及協助兒童發展語言及語音的資料。幼師亦可參考附件二所列的網上資源及教材套等。

總結幼兒的語音障礙極需要幼師的關注。幼師與幼兒互動的時候，可留意幼兒的語音表現。若果發現錯音，可先紀錄幼兒的語音表現，然後向同儕、校長及家長解釋。如發現問題持續，幼師宜與家長商量轉介的事宜，亦可在日常的互動中促進幼兒的語音發展。如能善用資源協助幼兒的語音發展，更能事半功倍！

參考資料

（一）中文部分王大延、陳櫻桃（譯）（2008）。D.K. Bernstein & E. Tiegerman-Farber 著。兒童語言與溝通障礙。台北市：心

理出版社。保良局教育事務部（2010）。幼兒粵語正音教材第二版。香港：保良局。保良局教育事務部（2012）。粵音故事教材套。香港：保良局。陳肖齡（2006）。香港學前兒童康復服務的發展。載於石丹理（主編），追求卓越－兒童康復服務新知與實踐（頁15-28）。香港：商務印書館。

教育局（2007）。學童常見的言語障礙。2010年 7月 7日，取自 http://www.edb.gov.hk/index.aspx？nodeID=2591&langno=2

教育局（2008）。兒童身心全面發展服務（0-5歲）。2010年2月11日，取自 http://www.edb.gov.hk/index.aspx？langno=2&nodeID=5840

教育統籌局（2001）。認識及幫助有特殊教育需要的兒童－教師指引。2012年5月21日，取自 http://www.edb.gov.hk/UtilityManager/Publication/upload/SEN_guide.pdf

教育統籌局（2003）。輕輕鬆鬆學語音。2011年7月18日，取自 http://resources.hkedcity.net/resource_detail.php？rid=1649702679

黎玉貞（2007）。淺談香港的「早期介入」服務。香港幼兒學報，6 (1) ， 37-43 。衛生署、教育局及社會福利署（2009）。學前兒童發展及行為處理：幼師參考資料套。2011年9月19日，取自

http://www.edb.gov.hk/FileManager/TC/Content_5876/0_Cover.pdf The Hong Kong Institute of Education Library


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錡寶香（2009）。兒童語言與溝通發展。台北：心理出版社。羅頌華、梁長城（2011）。香港學前兒童的語音障礙。香港幼兒學報，10，17-23。

（二）英文部分American Speech-Language-Hearing Association. (2008). Roles and responsibilities of speech-language pathologists

in early intervention: Position statement [Position Statement]. Retrieved December 20, 2012, from www.asha.org/policy.

American Speech-Language-Hearing Association. (2012). Speech sound disorders: Articulation and phonological processes. Retrieved December 20, 2012, from http://www.asha.org/public/speech/disorders/speechsounddisorders.htm

Bernthal, J. E., Bankson, N. W., & Flipsen, P. (2009). Articulation and phonological disorders: Speech sound disorders in children (6th Ed.). Boston: Pearson Education.

Cheung, P., Ng, N., & To, C K. S. (2006). Hong Kong Cantonese articulation test. Hong Kong: City University of Hong Kong.

Owens, R. E. (2012). Language development (8th Ed.). Boston: Pearson Education.Paul, R., & Flipsen, P. (2010). Speech sound disorders in children. San Diego: Plural Publishing. Williams, A. L., McLeod, S., McCauley, R. J. (2010). Intervention for speech sound disorders in children. Baltimore:

Paul H. Brookes.



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附件一：粵語前輔音(聲母)簡測

指引：(1) 請預備「測試項目」的圖片 (2) 請幼兒說出圖片的內容 (3) 請老師依據幼兒的表現填上4（對）或8（不對）

國際音標粵併測試項目幼兒表現（ 4 / 8 ）

1 p b 杯

2 ph p 蘋

3 t d 地

4 th t 頭

5 k g 狗

6 kh k 琴

7 kw gw 瓜

8 kwh kw 裙

9 ts z 蕉

10 tsh c 叉

11 f f 花

12 s s 星

13 h h 蝦

14 l l 零

15 j j 人

16 w w 雲

17 m m 馬

18 n n 男

19 ŋ ng 眼



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附件二：幼兒語音障礙的資源

第一部分：網上資源香港語言學學會（1993）。粵併。2012年6月15日，取自 http://www.lshk.org/cantonese.php教育局（2007）。學童常見的言語障礙。2012年 5月 12日，取自 http://www.edb.gov.hk/index.aspx？

nodeID=2591&langno=2教育統籌局（2003）。輕輕鬆鬆學語音。2012年5月18日，取自 http://resources.hkedcity.net/resource_detail.

php？rid=1649702679 衛生署、教育局及社會福利署（2009）。學前兒童發展及行為處理：幼師參考資料套。2011年9月19日，取自

http://www.edb.gov.hk/FileManager/TC/Content_5876/2_Chapter%20I.pdf

第二部分：優質教育基金教材套保良局教育事務部（2010）。幼兒粵語正音教材套（第二版）。香港：教育局優質教育基金。保良局教育事務部（2012）。粵音故事教材套。香港：教育局優質教育基金。

第三部分：粵音教學教材套杜潔森、黃依文（2007）。香港粵語發音訓練教材套。香港：新雅文化事業有限公司。協康會（2003）。發音訓練圖咭教材套。香港：協康會。明愛康復服務（2010）。「輕鬆學發音快樂講故事」發音故事教材套。香港：明愛康復服務。基督教靈實協會（2004）。「字字說清楚．句句變清晰」發音無限FUN教材套。香港：基督教靈實協會。



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「香港幼兒感覺運動統合發展評估手冊」- 應用與個案分析“The Hong Kong Reference Guide for the Sensory

Integration Development of Young Children” : Application and Case Analysis

劉秀清香港教育學院幼兒教育學系

摘要本文的探討是結合並應用「香港幼兒感覺運動統合發展檢核表 - 先導研究」（劉秀清，2011）及「香港幼兒感覺運動統合發展 - 評估手冊」（施鍾泰、劉秀清，2010）的兩項研究結果。研究問題是：如何應用香港幼兒感覺運動統合發展「檢核表」及「評估手冊」於個案實踐中？研究方法是應用上述「檢核表」作為幼稚園教師評估幼兒感覺統合發展的工具，藉個案實踐、分析作應用的說明與建議。具體目標是藉著個案分析而說明「檢核表」中家長填寫部份及教師評估部份的意義與方法；讓家長懂得圈選「檢核表」，亦讓幼教老師懂得應用「評估手冊及 T-Test」的計分方式。

研究員先在一所主流幼稚園中隨意觀察一段時間後再與校長、老師及幼兒家長溝通，並獲同意而選取三位幼兒參與是項「幼兒感覺統合發展評估」個案實踐。三項個案評估的實施均以「檢核表」為評估工具並以「評估手冊」為應用及分析的參照依據。最後在三項實踐個案中抽取其中一個作「個案分析」的研究對象以回應本研究問題，及向幼兒教師及家長作出實踐的說明與跟進的建議。

AbstractThis paper is to integrate and provide further insights on the research results of ‘Establishment of the Reference Checklist for the Sensory Integration Development of Young Children in Hong Kong - Pilot Study’(Lau, 2011), and the ‘The Hong Kong Reference Guide for the Sensory Integration Development of Young Children’ (Sy & Lau, 2010). The author attempts to address “How can the ‘Checklist’and the ‘Reference Guide’be applied in practice?”. It aims at introducing parents and teachers of young children to filling out the ‘Checklist’and facilitating teachers using the ‘Reference Guide’ for scoring and data analysis.

Observations were carried out by the author in a minstream kindgarten for two weeks before three children were randomly selected to form the focus group for the subsequent case studies. The ‘Checklist’was adopted as the tool for data collection in all three cases, and the ‘Reference Guide’was referred for score calculation. In responding the research question, one of the cases was then chosen for analysis and discussion. It served also the purpose of demonstrating for parents and pre-school teacahers on how the‘Checklist’and the‘Reference Guide’could be applied practically.



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引言香港感覺運動學會於二零零八年至今已為香港幼兒教育界進行了兩項有關香港幼兒感覺統合發展的研究，分別為「香港幼兒感覺運動統合發展檢核表 - 先導研究」（下稱「檢核表」）及「香港幼兒感覺運動統合發展 – 評估手冊」（下稱「評估手冊」）。研究問題是：如何應用上述「檢核表」及「評估手冊」於個案實踐中？目標旨在說明在應用「檢核表」時，家長填寫部份與教師評估部份的意義，及讓幼教老師們懂得應用「評估手冊」及「T-Test」的計分方式，而最終讓他們能獨立應用該「檢核表」及「評估手冊」於幼兒教育與照顧實務中。

作者於二零一一至一二年間在多次學校支援的課堂觀課過程中，不難發現在主流學校的教室中亦隨意找到一些行為、情緒或學習上疑有障礙的幼兒；亦假設這些幼兒可能有感覺統合發展上的障礙而出現這些問題。是項觀察引發了作者對本個案研究的動機及應用「檢核表」及「評估手冊」進行是項「個案實踐與分析」。作者亦與個案幼兒的教師及家長分享了相關應用技巧與分析結果，並提出了一些具體建議與跟進方法。

首項研究簡介 - 「香港幼兒感覺運動統合發展檢核表 - 先導研究」

首項研究目的是為香港發展一套符合香港文化的「檢核表」並測驗其於本土化之可用度。該研究獲台灣鄭信雄醫師允許而採用了台灣永春文教基金會為台灣學童制定的「幼童感覺統合發展檢核表」以統計兒童的感覺統合發展狀況。香港感覺運動學會研究小組首先為檢核表作了詞句的修訂、轉換與校對而產出了「幼兒感覺統合發展檢核表 - 台灣修訂版」。完成了「台灣修訂版」後，亦即時展開首階段的研究：探討一份具本土特色的幼兒感覺統合檢核表「香港幼兒感覺統合發展檢核表」。是項研究派發了850份問卷，收回470份完備的問卷，有效檢核表的回收率為55.2%，其中男生共242人，女生共 228人。該研究亦包括了幼兒家長的參與及任教老師的意見。應用「台灣修訂版」在香港主流幼稚園中進行測試，結果亦能初步

確認這份「香港幼兒感覺統合發展檢核表（香港版）」。該研究亦建議香港或華人社會應制訂一份更配合幼兒本土化的生活與經驗、文化與教育制度等的感覺統合發展評估工具。若能在港、九及新界廣泛調查，並作大量樣本的選取（約 3000），必能更具代表性及進一步確認一份香港版「檢核表」作為幼兒感覺統合發展之評估工具（劉秀清，2011）。

第二項研究簡介 - 「香港幼兒感覺運動統合發展 - 評估手冊」

第二項研究正回應了上述「先導研究」的研究結果與建議。香港感覺運動學會以台灣鄭信雄醫師𤔡專業顧問及配合香港教育學院的研究經費再於二零零九至二零一零年為香港幼兒探討及建立一份更具本土化的常模檢核表（T-Test）。這亦反映了本地幼兒感覺統合發展實際狀況，亦成為家長及老師篩選本地幼兒感覺統合發展困難的工具「香港幼兒感覺運動統合發展 - 評估手冊」。此研究樣本發出並收回共5318份，而被視為完備的問卷共 2978份，是同類常模研究在大中華地區參與人數最多的一次，最終有效及可用問卷達2800份，其有效回收率為 53%。在樣本抽取的分佈上，研究小組於香港島、九龍及新界分別取得17.7%、35.1%及47.2% 的樣本（共34所幼稚園）；其分佈與香港人口分佈即港島為18.7%、九龍為29.1% 及新界為 52.2%相約（表 1）。參加研究幼稚園或辦學團體亦來自多個不同的宗教或社團背景。這算是頗為滿意之回收率、分佈率及參與度！此樣本在香港亦有廣泛代表性。

文獻探討：幼兒感覺統合發展基本概念與認知感覺運動統合的含義和演進

根據學者的論點（Ayres, 2005；鄭信雄，1988；鄭信雄、李月卿、周秀美，1986）：人類的腦是脊椎動物五億年進化的產物，所有脊椎動物都有中樞神經系統、脊髓與腦，而各種感覺亦匯合於此，並產生反應。最早的原始魚類只有簡單的脊髓，只能統合極少數的感覺，用身體的散佈性和無區別性之動作以反應外來的碰觸。隨著腦的進化，新的構造和功能加入到



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原始的結構（脊髓或腦幹）中。約一億年前的早期動物，如現代魚類和蜥蝪，牠們的腦是由主要的腦幹和非常原始的小腦和大腦半球所組成，靠着感覺動作的功能做統合和平衡的協調而在困難環境中求生存。對外來碰觸的解釋和反應，腦幹比脊髓做得更好。人類目前的腦幹仍然處理著與早期動物相同的感覺動作功能，七歲以前人腦主要是一部感覺運動處理的機器，對事物的感受來自感覺印象。我們人類現在的腦有更高層次的大腦半球皮質，可以做最精確的解釋和反應，而大腦皮質是由較低層次的大腦半球所進化及腦幹的預先處理。除非腦幹已發展了較基本的觸覺、視覺以及聽覺等，否則大腦皮質就不能發展精密觸覺、視覺以及聽覺等的認知。

美國南加州大學的愛爾絲博士（Ayres , 2005）從研究腦如何處理從眼睛、耳朵、皮膚、和身體其他部位所輸入的基本感覺而獲得感覺運動統合的理論。感覺運動統合是把籠罩在全身的觸覺、內耳前庭平衡感覺、空間形態視覺、聽覺、筋肉關節的動覺及本體感受等，經大量感覺訊息輸入後，在腦幹部予以統整組合起來，以供充分運用於身體內外知覺、順應性反應、學習過程以及腦神經機能的發展。葉張蓓蓓（2003）；鄭信雄、周秀美（1984）亦論及：腦幹若未能發揮統整各項感覺輸入的功能，則個人會產生感覺運動統合失常的現象。感覺運動統合失常的現象是由於一些感覺生理的過度敏感（太多活動和控制不良）或笨拙（蟄伏和不活動），導致無數川流不息的感覺運動輸入（到腦幹低層次和前額葉高層次的皮質）的統整組合失常，無法進一步跟外界進行適應和同化的順應學習而呈現學習困難和情緒困擾等現象。

對學習困難或情緒困擾幼兒的感覺統合失常辨識

很多研究指出（Ayres, 2005, 1981,1980；陳德文，1994；葉張蓓蓓，2003；鄭信雄、周秀美，1984；羅鈞令，1984）：感覺運動統合失常所導致的學習障礙和情緒困擾是造成幼兒適應性欠佳的最大原因。鄭信雄（1988）的研究與實

踐經驗指出，從幼兒較少機心，情緒行為多半源於生理機能，故推測幼兒感覺統合失常的徵兆可從幼兒在家中或幼稚園生活上適應欠佳而推測之。對幼兒學習障礙和情緒困擾的診斷，感覺統合失常只是其中可能性的因素，因此診斷幼兒適應困難還需要教育心理和環境上的重新評估，或參考以往同類評估的結果。李麗梅（2008）、甄中科（2002）及鄭信雄（1995）均認為協助和治療這些幼兒時，應優先篩選有否感覺統合失常，再提供感覺統合訓練。感覺統合失常的幼兒常出現過度敏感、好動分心、脾氣暴躁、笨拙固執、學習障礙、情緒困擾或社交欠佳等徵狀。因此「香港幼兒感覺運動統合發展檢核表」可應用於篩選本港主流幼稚園幼兒的感覺統合失常情況，若出現以下五項徵像便可作更專業的診斷與跟進。

感覺統合失常五項候群症的生理狀況鄭信雄（1995）所提出的感覺統合失常候群症及相關特性如下：

前庭反應不足（前庭和雙側大腦分化失常症） – 前庭系統位於內耳和腦幹部份，掌管着身體的方向、速度、地心吸力等平衡功能，主宰身軀四肢動作及眼肌張力等，對閱讀時的視覺輸入及手腳靈巧或笨拙的影響很大。較常見的失常現象，如特別喜歡旋轉、經常跑上跑下、過動分心、常跌倒；閱讀抄寫時常跳字漏行、字體左右顛倒、排隊或參加遊戲的秩序出現困難等。

觸覺防禦和感覺敏銳抑制困難 – 觸覺防禦性或對其他視、聽、味覺等感覺過度敏感，都會引起失常行為如脾氣暴躁、易分心、不喜歡別人的碰觸、怕到人多的地方、偏食挑食、到處觸摸、不喜歡理髮或洗頭、對衣物的質料有特別偏好或厭惡、容易傷感或個性固執等。

發育性運用障礙 – 因腦神經發展缺乏了對自己身體形象清晰的概念而使用全身動作、手腳配合、操作或執行不熟悉事物的能力等出現種種障礙而面對適齡動作如：攀爬、鞦韆等遊戲及操作和使用工具等感到特別的困難。幼兒



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無法透過活動或操作的過程讓大腦建立良好的身體形象概念，亦不能使個體與周遭物件的概念或圖像更清楚從而瞭解事物、自己和空間的關係。常見的情況是穿衣服和做功課很慢、房間凌亂或吃飯的飯餸掉滿桌子等。

視覺空間學習困難 – 由於前庭反應不足，以致影響控制眼球移動的眼肌肉張力發展不良；及視覺神經系統中的「空間感覺」及「視覺辨知感覺」發生障礙，引致視覺空間學習出現異常。眼肌肉缺乏張力會導致閱讀時眼球追視能力不能平順進行，引致閱讀時出現跳行跳字或觀看黑板時聚焦困難而尋找不到目標。上述情況均會造成對圖像符號、英文字母、數目字及中文字的字形及結構出現不同程度的認知困難。

重力不安全症 – 前庭平衡系統對地心吸力和速度改變的感覺過度敏感。會引起畏高症，怕上下階梯，怕玩室內打滾或互動遊戲，嚴重者更會出現內向的性格。

從幼稚園老師之觀察結果來說，感覺統合失常的「五項症侯群」對發展良好或有嚴重障礙的幼稚園幼兒，全都達到有意義的區別。正如一些學者所言（葉張蓓蓓，2003；鄭信雄，1996；鄭信雄、李月卿、周秀美，1986）：嚴重障礙幼兒而有感覺統合發展失調者、曾表達恐懼或不喜歡上學者、人際社交困難者及曾表達學習困難者，在各感覺統合發展項目及整體感覺統合發展表現上均明顯落後於發展正常的幼兒。對主流幼稚園老師而言這是值得關注的，而在日常教學中亦需要有更多的觀察與認識。因此，因應了多方面協作而建立的「香港幼兒感覺運動統合發展 – 評估手冊」亦更顯現其可用性（施鍾泰、劉秀清，2010）！

回應上述兩項研究的建議，倘若篩選了幼兒有感覺統合失常徵象，家長及教師可安排他們參加運動訓練與治療。很多文獻提出（Ayres, 2005, 1981, 1980, 1972；鄭信雄 , 1988, 1986；羅鈞令，1984）：藉由俯臥伸張姿勢、頸背收縮對前庭系統的強烈抑制或因激興性調節而產生很精緻的腦神經生理上之身體形象和在前額葉豐

富的誘發性血氣流量等，都能達到理性大腦的節制作用，改善衝動、專注和靈巧度及執行任務能力。

研究方法本「個案實踐」（三項評估）- 如何應用「香港幼兒感覺運動統合發展檢核表」於個案實踐中？「檢核表」的內容、意義、圈選及使用導引（表2）

參照了首兩項研究成效及作了一些文獻探討，本作者亦決定採用該「檢核表」、「評估手冊」及「T-Test」計分表而作個案實踐、分析與討論。研究目的為展示「檢核表」及「評估手冊」的應用方法、技巧與流程，更鼓勵業界廣泛應用「檢核表」於實際學校生活中。

作者於二零一零年十二月份在學校支援過程中，於一所主流幼稚園中隨意觀察，並觀察了ABC幼稚園幼兒班內的幼兒，發現同時有多位幼兒疑似學習及自理障礙者。觀察了約兩星期後便與校長、老師及幼兒家長溝通並獲取同意而隨機選了三位幼兒作個案研究的觀察記錄對象。研究員並應用了「檢核表」（表2）為是項個案研究的評估工具。以下是三項個案評估的「檢核表」及「評估手冊」應用經驗、說明與建議。

「檢核表」的解釋、應用和填寫的人選及注意事項

此「檢核表」是由幼稚園三至六歲幼兒家長（對其子女情況充分瞭解）所圈選及作答的量表，圈選時間亦有限制（要一氣呵成而不要分時段完成）。每位幼稚園老師在學校雖瞭解幼兒的一般學習表現，但面對十數位幼兒，除非幼兒一再呈現明顯失常行為，否則要老師回答幼兒從小到目前的生活細節，並加以量化，可能會有很大的困難。因此本實踐個案亦邀請了由照顧幼兒的家長（父母）親臨學校作「檢核表」的現場圈選及回答。對於本實踐個案而言，三位家長的教育程度均能夠按作者的導引而獨立、適切並客觀地完成整份「檢核表」的填寫。若家長教育程度很低，或因閱讀識字能力不足而由親友或師長協助圈選時，用於瞭解幼兒以往



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和目前情況的時間會加倍，亦需有教師在旁耐心地解說才圈選，否則所獲得的資料可信度不高。如家長對檢核表所圈選的答案都是「從沒有」和「很少」、或都是「總是」和「常常」，則家長作答的態度可能有所偏差或不用心，沒認真考慮幼兒實際情況就作答，所勾選的答案或不可靠。如此，老師應對家長再說明作答的方式或重新評估家長作答的能力及態度。評估員若發現家長的圈選可能流於嚴苛又或太寬鬆時，便要為適應困難的幼兒進行臨床評估其感覺統合失常的輕重程度。此過程應交由對感覺統合失常診治有經驗的治療師、老師或醫師作即時觀察記錄以作家長所圈選結果的參考及對照。

在填寫基本資料時，先讓家長寫好幼兒個人資料後，請家長在1∼4右邊空間簡述幼兒的問題或困難。如曾接受智力測驗或其他評估也應寫下，可作為分析學習障礙、輕度智能不足或情緒困擾的初步參考（表 2甲）。父母親根據平日觀察幼兒的情形，對五十項問題，依「從不」[1]、「很少」[2]、「有時候」[3]、「常常」[4]、

「總是」[5]等感覺，做適當的圈選。題目中情況若只呈現部份現象，而非全部，則勾選該部份情況，並在該部份下面劃底線（表2乙）。

在圈選檢核表時，如家長所圈選的並非多數都是「從沒有」和「很少」，亦非多數都是「總是」和「常常」的偏差回答（即經考慮幼兒實際情況才作答時），所圈選的答案便相當可靠。通常在幾星期或幾個月後可為幼兒再作同樣測試，以作為接受治療或沒接受治療時調整心緒行為和學習進展方向的重要指標（施鐘泰、劉秀清，2010）。對比一般心理學智力測驗題目，為免過度練習後造成假性分數提高的現象，則不希望家長拿給孩童一再施測，兩者有着不同的觀點。也說明了評估後進行感覺統合運動是重要的跟進行動，而感覺統合運動介入的過程評估亦是適切有效的進展性調整依據（鄭信雄、李月卿、吳美滿，1987）。

在老師評核部份（表 6）的用意是：因老師評估幼兒校內表現、學業和情緒失常的水準較為客觀及較具公信力，但又不能完全了解幼兒

個別生活和舉止上的細節；而家長對幼兒的適應能力則較全面。因此，老師和家長對幼兒能分開評估是為互補不足，亦可深入瞭解幼兒優劣點。（Ayres, 2005；鄭信雄，1988、陳德文，1994）

檢核表的記分方法 - 評估者對問題範疇與分配及計分方法有所理解及掌握

「香港幼兒感覺運動統合發展檢核表」計有 50題（表 2），主要依據感覺運動統合失常的「五個症侯群」而設定，其分佈如下：

前庭和雙側大腦分化失常（前庭反應不足） – 題（1-10）得分總和為前庭反應不足的原始分數，包括前庭平衡系統所掌管有關全身各部分的方向、距離、速度等感覺，身軀肢體肌肉張力僵硬，眼球追蹤注視能力，手腳單側專門化失常及行為和學習上的困難等。

觸覺防禦（感覺敏銳抑制困難） – 題（11-29）得分總和為觸覺防禦的原始分數，有關防禦性輕觸和其他感覺極度泛濫，因抑制和統整上的困難所引起表面觸覺過度敏感和好惡矛盾的情緒及行為，以及脾氣敏感固執等情形。

發育性運用障礙 – 題（30-37）得分總和為發育性運用障礙的原始分數。特點是：識別觸覺和身體形象發展欠佳所引起運用身軀手腳或動作上的笨拙，或不能建立整潔和迅速的自理與習慣等情形。

空間和形狀視覺失常 – 題（38-41）得分總和為空間和形狀視感覺失常的原始分數，視覺低層次處理欠佳所引起的視知覺和學習困難情形。

重力不安全症 – 題（42-50）得分總和為前庭平衡系統對地心吸力或對速度過度敏感的情形。

檢核表的解釋和運用 – 對照表（T 分數和百分位等級）的了解及應用 – 檢核計分表

（表3）要促進老師及家長的瞭解和接納適應困難



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的幼兒，便要深刻瞭解到幼兒學業低、成就低或心緒行為偏差的真正原因，亦需徹底改變解釋的觀點。從認為幼兒的心理潛意識的敵意或故意不合作，轉變為認知到幼兒由於腦神經感覺生理有過度敏感和笨拙的困難而無法配合所致，通常相當不容易。老師及家長往往需要解釋感覺生理對學習和情緒的影響，更把感覺生理靈巧或笨拙的程度做明確數據（如T分數和百分位等級）上的比較，才能瞭解幼兒在感覺生理上有困難，並不是故意不合作。最終經由被接納而產生耐心的準備和協助的對策。

將計算所得分數登錄在空白表（表 3）原始分數一欄中。獲得各分項的原始得分後，在 <對照表>上找出相對應的 <Ｔ分數> 和 <百分等級> 的分數，據此可計算幼兒感覺生理的敏感和笨拙情形（施鐘泰、劉秀清，2010；頁44-55）。

T分數是經過常態化的一種標準分數，其平均數經轉換為50，標準差經轉換為10。依據研究常模效度的測驗結果，核定T分數 50分為平均分數，31分到40分為輕度失常，30分或以下為可能嚴重失常。此處『可能』是指需要小心判定，跟家長解釋時，老師需評估家長是否可能嚴重高估很多細項或誤解題意。百分（位）等級是表示幼兒所得該項分數在同齡團體中所佔的地位，從百分位等級可得知其得分與常模比較的定位。查得T分數和百分等級之後，分別填入空白表相關欄上，再依分項總分評估描述：（1）（2）（3）（4）等，寫上評估代號和描述（表4）。

本「案例分析」：明仔的案例的分析與討論承接着個案實踐中三位幼兒的評估結果，作者再隨機抽簽而選了三位中的一位幼兒（明仔 - 代名）作本研究的個案分析與討論。在評估時段，明仔是三歲九個月、個子瘦削、行動放軟的男孩子。作者於兩星期內進行了多次不定時的觀察記錄，並發現了明仔的一些發展特點（表 5）。作者於是就着這些觀察記錄要點與ABC幼稚園的校長、主任及明仔的班老師溝通而取得更多的概念。據悉校長早已與明仔家長商討有關明仔的發展情況，亦同意現有的觀察

記錄數據是適切的溝通與跟進動機。

經與明仔家長溝通後才知道明仔已被評估為語言障礙及專注不足，亦有輕度亞氏保加症狀（訪談記錄）。作者亦即時與明仔家長分析一些感覺統合發展的觀點，讓明仔家長明白從感覺統合發展的觀點而言，一些症狀如過度活躍、自閉、亞氏保加、語言及學習障礙等均可能同時潛伏着感覺統合發展失調的癥狀（Siegel & Welsh, 2011；Cordoni,1992）。家長及老師若能為這些幼兒先作感覺統合發展的評估，並於識別後讓幼兒參與約九個月至一年的密集式感覺運動訓練，該幼兒的感覺統合發展及其他症狀亦會有所改善。這訓練對學前幼兒及初小兒童更易見效，年齡越大其改善成效越低（鄭信雄 ,1995）。按觀察，明仔的發展情況也有感覺統合發展失調的可能，宜預約時間進行測試。

明仔家長亦接受了作者的安排而於二零一零年十二月十六日到校填寫研究員所提供的「幼兒感覺運動統合發展檢核表」甲、乙兩項。明仔的班任老師亦協助完成幼兒校內表現的簡評部份（表 6）以作研究員的評估參照。在家長進行填寫的同時，作者亦安排明仔單獨與研究員於活動室進行測試活動（例：玩轉椅 / 眼球追蹤 / 大小肌肉動作及遊戲 …… 等）並作現場觀察與記錄。

明仔的個案發展 - 對明仔評估過程的簡述、分析與建議

這是一個：家長、老師及作者三方同步的評估、互為參照與共同引証。整個過程由簡介、填寫檢核表、活動測試、即時計分及至測試後與家長談論評估結果的時間合共一小時半。經過家長填寫檢核表內原始分數的相加及標準T分數的查照而找出明仔的百分位等級的評估結果是：前庭平衡和大腦雙側分化情形（5%），觸覺防禦（15%），發育期運用障礙（4%），視覺空間和形態感覺情形（15%），四項發展範疇均達（40＞ =T分數＞ 30）屬輕度失常。至於重力（地心引力、姿勢）不安全（41%，T分數＞ 40）則屬常態發展。而明仔是次感覺統合整體測試的總評分為（8%，40＞=T



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分數＞ 30）仍屬輕度失常。明仔在多個分項症狀（兩個或以上）及整體的評估分數皆處於輕度，屬輕度失常。而老師對明仔在校內表現的六項評估中（表 6）有四項屬“平均”，有兩項屬“差”。從研究員與個案幼兒的家長及班任老師的滙報及談論後可見，彼此對是項評估結果是認同的。在問卷中，家長對：從不（無）/很少（每月少於3次）/有時候（每月少於10次）/常常（每週2-3次）或總是（每天都發生）等都是以同齡、本土性及主流的兒童發展能力、階段及行為而作程度上的比較。正如上述所言，應用「香港幼兒感覺運動統合發展檢核表」進行此個案實踐屬初步篩選。因此，作者亦建議家長盡快為明仔找尋更專業的診斷及相關訓練（如密集式感覺運動訓練），並同時為明仔安排進一步及更詳盡的專業評估。

明仔媽媽亦是一位稱職及與老師協作良好的家長，她於該次測試後亦按作者的建議而安排明仔參加某中心的定期密集式感覺運動訓練。事隔一年（二零一一年十一月），明仔當時就讀ABC幼稚園低班，作者再到校探訪及了解明仔的進展，單憑觀察亦發覺明仔在各方面的進步。他的身體外形明顯強壯（因定時進行感覺運動訓練）、對別人的反應有即時回應、對熟識的人有主動的反應及目光的注視（次數亦增多）、對學習的專注亦加強、開始懂得更多的課堂常規行為與自理（作者於二零一一年十一月的觀察記錄重點）。從校長及老師的回應得知明仔的進步很大，媽媽亦定期安排他作進展性的評估與測試，相信他很快會跟上同齡幼兒的生活與學習。

就此個案所見，若學校沒有可用的評估工具作初步篩選，教師及家長若未有關注及協作的概念與認知，若單憑明仔在主流幼稚園的學習條件及其家庭與社區的生活與成長，其進步會否如此？他將如何能適應小學及更高的學習條件？這是值得探討的！本個案亦說明了若要及早識別、轉介或介入，「香港幼兒感覺運動統合發展檢核表」及「香港幼兒感覺運動統合發展 – 評估手冊」亦是一份可應用的初步篩選工具。

綜合三項研究成效帶來的啟示改善感覺生理的訓練導向

「香港幼兒感覺運動統合發展檢核表」的內容是本着腦神經感覺生理失常原因和訓練為導向及針對感覺生理過度敏感和協調笨拙等程度為探討方針（Ayres, 2005；鄭信雄，1988）。其治療與訓練方向亦針對改善前庭平衡和觸覺的過度敏感及笨拙為本，結果讓個體的感覺運動系統整體改變為靈巧適中、促進自我形象的改善而大量減輕焦慮現象並產生從容自信及促進良好的人際關係。跟一般心理問題是針對人、事、物的喜愛與焦慮程度或人際關係等心理現象的導向有所分別。很多的診治方向偏重外表心理病因的觀點，及直接處理焦慮或人際關係的改善和技巧的增進而未能處理感覺生理的過度敏感和笨拙。這不但導致個體的人際關係困難和交替性心緒失常行為的附帶性產出，其自我形象、焦慮和不從容感也更無法獲得改善，亦不會消除。在此情況下，除非往補償性的環境和成就發展，否則在成長過程中，個體多半會呈現自卑感或過度重視自尊心（施鐘泰、劉秀清，2010）。以明仔的個案為例：若不及早識別、轉介或介入，待成長後，明仔的各項發展必然與同齡兒童差距更大，其自卑感或過度重視自尊心的呈現會更強列而可以想像其成長路會更艱辛！

認識幼兒學習管道的重要參考成人若能為幼兒感覺系統的靈巧情形作初步分析、關注、轉介、治療與訓練，並在治療訓練中進一步觀察其對各種感覺系統和學習管道的使用情形，非常有助於認識幼兒的優勢學習管道以及發揮其潛在能力的方向。最常見的是嚴重型發育性運用障礙的幼兒，在觸覺學習和算術運算上有嚴重困難與其視空間形狀感覺和前庭反應不足均有相關性。從作者於本個案的臨床檢核記錄也可看到明仔的眼球注視和運轉的不靈巧和不規則跳躍，也是前庭反應不足的一種現象，跟閱讀障礙有非常密切關係。以明仔的個案為例：他的語言主動性及專注力發展能力較弱，尚有特別因素及尚須專業的語言治療跟進；但他的前庭平衡和大腦雙側分化情



52


形、觸覺防禦、發育期運用障礙、視覺空間和形態感覺情形四項發展均大有改善（從明仔媽媽得知，訓練中心亦有為明仔以同一檢核表再作過程性評估及與家長滙報）。學校的教師及研究員亦有很多機會在家長面談中清楚有關明仔的進展。是項個案研究過程及數據中亦發現了明仔的觀察能力強、小肌肉的建構能力高、對數字能力與興趣亦比同齡幼兒優良（相關測試觀察與記錄），這亦是成人對其優勢學習管道的重要參考，讓教師及家長可因材施教及因勢利導！（葉張蓓蓓，2003；陳德文，1994）

反思感覺運動統合失常診治的效力和限制感覺運動統合失常診治的目標是將過度敏感或笨拙的各種基本感覺訊息加以正常化。感覺正常化可以減少幼兒的好動分心，並改進手眼協調的笨拙和個性固執的現象，這些都是認知學習的腦神經生理基礎。有良好的基礎才能專心並享受學習的樂趣，改善敏感、暴躁和笨拙動作，才能進行適度的互動遊戲，並改善人際關係。但要進行有效的認知學習，還要特殊教育專家的教育、診斷和個別化教學方案的推動，及老師在人際關係發展中橋樑和協助。這些整體治療的背景，都需要家長不斷的尋求諮詢和協助，瞭解幼兒困難的基本原因，並親自帶幼兒進行治療及訓練性的活動，以及學習如何克服輔導幼兒功課的難題（葉張蓓蓓，2003；陳德文，1994；羅鈞令，1984）。明仔及其家、校、老師的配合亦引証了上述的論點！若家長不參與或不想瞭解幼兒困難的原因，而把教育和訓練幼兒的責任完全交給學校或補習老師時，幼兒的改善情況便很有限。這亦說明了家長的輔導，或在個別談話中和團體諮商中的互相支持和鼓舞是相當重要的，也是診治訓練成敗的關鍵。

在香港，感覺運動學會過去一直沿用台灣版本之幼兒感覺統合發展檢核表及當地之常模作為評核香港幼童感覺統合發展之工具。但因文化及社會環境的差異，台灣版本也未必合適在香港使用。本研究小組經過「檢核表」的先導研究、「評估手冊」及本「個案實踐與分析」而為香港探討、制定並實施了這本土化檢核表、常模及個案。此工具可以幫助香港的學校、老師及家長們作初步測試或篩選幼兒是否在感覺統合發展上出現了障礙。三項研究亦顯示了幼兒之學習困難、人際困難、注意力不足與感覺統合發展障礙的情況有多方面的相關性或相同點。在台灣與香港的研究均證實俯臥伸張姿勢的密集式感覺運動訓練，能顯著地改善幼兒的專注、學習及身體運用能力（Ayres, 2005；陳德文，1994、鄭信雄，1988）。而很多研究均顯示（Siegel & Welsh, 2011；關穎，2004；謝永齡 2003；蔡德輝、楊士隆，2002 ；Cordoni, 1992）年齡較小的學童，訓練帶來的成效更佳，這更突顯了三項研究的相輔相承效果及本「個案實踐與分析」的價值：善用本土化檢核表及常模而能夠儘早篩選出感覺統合發展困難的幼兒，以致能及早訓練，讓幼兒能在最佳的時機獲得最大的改善。

經過作者在ABC幼稚園幼兒班內的三個實踐個案的經驗及明仔的案例分析，更讓研究小組能初步探討上述各項研究的可用性及其可持續發展性！然而，研究小組或業界學者尚須努力進行更多更專業性、科學化及本土化的個案研究與引証！

參考資料劉秀清（2011）：《香港幼兒感覺運動統合發展檢核表 – 先導研究》，香港幼兒學報，Vol. 10 No.1 Dec。香港，

香港教育學院。施鍾泰、劉秀清（2010）：《香港幼兒感覺運動發展評估手冊》，香港，香港感覺運動學會。李麗梅（2008）：《不一樣的孩子：認識及培育學習差異兒童》，香港，中文大學出版社。關穎（2004）：《城市未成年人犯罪與家庭》，北京，群眾出版社。葉張蓓蓓（2003）：《孩子不笨 – 感覺統合手冊》，香港，突破出版社。



53


謝永齡（2003）：《青少年心理問題》，香港，中文大學出版社。蔡德輝、楊士隆（2002）：《青少年暴力行為：原因，類型與對策》，台北，五南圖書出版股份有限公司。羅鈞令（1998）：《感覺整合與兒童發展：理論與應用》，台北，心理出版社。王保進（1996）：《統計套裝程式SPSS與行為科學研究》，台北，松崗電腦圖書公司。陳德文（1994）：《學習困難兒童指導手冊 – 感覺統合積極療法》，台北，遠流出版社。鄭信雄（1991）：《如何幫助情緒困擾的孩子 – 情緒困擾、學習障礙、自閉症、資賦優異幼兒的感覺運動統合治

療案例》，台北，遠流出版社。鄭信雄（1990）：《突破孩童學習障礙 – 暴躁、好動不安兒童的感覺運動統合治療實務》，台北，遠流出版社。鄭信雄（1988）：《如何幫助學習困難的孩子 – 敏感好動和笨拙暴躁孩童的感覺運動統合治療》，台北，遠流出

版社。鄭信雄（1986）：《神經衰弱的原因與治療 – 心理疾病的生理分析和診治》，台北，中華日報社。鄭信雄、李月卿、吳美滿（1987）：《拒絕上學和學校恐懼症的生理基礎 – 腦神經生理上感覺統合失常》。中華

心理衛生學刊，第三卷，第二期，63-70頁。鄭信雄、李月卿、周秀美（1986）：《感覺統合密集治療效果對照評估》。台灣特殊教育學會年會宣讀論文，台

灣特殊教育年會年刊。鄭信雄、周秀美（1984）：《學障和情困學童腦神經生理違常分析。見學習障礙和感覺統合失常診治研究》。台

北市政府教育局研究報告。Ayres, A.J. (2005). Sensory Integration and the Child: 25th anniversary edition (14th ed.). Los Angeles: Western

Psychological Service.Ayres, A.J. (1981). Southern California Sensory Integration tests (SCSIT). Los Angeles: Western Psychological

Service. Ayres, A.J. (1980). Sensory Integration and the Child. Los Angeles: Western Psychological Service.Ayres, A.J. (1972). Sensory Integration and Learning Disorders. Los Angeles: Western Psychological Service. Cordoni, B. (1992). Living with a learning disability. US: Southern Illinois University Press. Siegel, L. J., & Welsh, B.

C. (2011). Juvenile delinquency, theory, practice, and law. Wadsworth Pub Co.

附件

表1：全香港幼稚園幼兒常模樣本的人數（地區分佈）

地區參與學校的數目有效的問卷佔總數的%

香港島 8 間 496份 17.7%

九龍 9 間 983份 35.1%

新界 17 間 1,321份 47.2%

合共 34 間 2,800份 100%



54


表2：香港幼兒感覺運動發展檢核表（共50題，部份內容）

填表人　　　　與孩童關係　　　　　　連絡電話　　　　　　　編號：　　　　　　　

孩童姓名　　　　性　　別：　　男　　女出生：　　年　月　日年齡：足　　歲　　月

學校名稱　　　　班　　級：　　　　　班填表日期：　　　　年　　　　月　　　　日

甲、請家長簡述幼兒半年來學習障礙和情緒困擾等項目（僅供本會評估使用，絕不外流，請放心填寫）： 1. 3. 2. 4.

乙、請家長圈選下列情況之程度

※家長圈選下列情況之程度※家長圈選下 — 無 ╱ 很少 — 每月少於3次 ╱ 有時候 — 每月少於10次常常 — 每週2-3次 ╱ 總是 — 每天都發生

從不很少有時候常常總是

1. 特別愛玩讓身體旋轉的設施，如：氹氹轉、電腦椅、過山車等，而不覺得頭暈

1 2 3 4 5

2. 表面上看來正常、健康、有正常智商，但在學習上會有跟不上或有嚴重困難

1 2 3 4 5

6. 動作笨拙，容易跌跤，不會伸手保護自己；拉他時握得很緊，並顯得笨重

1 2 3 4 5

7. 沒時間仔細考慮時，分不清左右手或方位；一再把鞋子或衣物反轉來穿 1 2 3 4 5

9. 走路跑跳時常碰撞東西，排隊和遊戲也有困難 1 2 3 4 5

13. 常常喜歡穿寬鬆的長袖衫；雖不冷也常穿毛線衫或夾克 1 2 3 4 5

14. 喜愛談天或做無身體接觸的交往，卻不喜歡跟朋友搭肩或有肌膚的接觸 1 2 3 4 5

17. 不喜歡臉被碰；洗臉、洗頭或梳理頭髮，是最痛苦的事 1 2 3 4 5

18. 喜歡到處碰、觸、摸東西，卻又避免碰觸某類的表面，如：特殊毛毯或針織面等

1 2 3 4 5

23. 脾氣糟透，對親人特別暴躁，會強詞奪理，對瑣事常無故發脾氣 1 2 3 4 5

24. 患輕微疾病後，曾多次表示不喜歡上學，或因小事甚至沒原因而恐懼上學

1 2 3 4 5

29. 個性內向，不喜歡外出去玩；朋友較少，沉默寡言，只喜歡獨處或幫忙做家事

1 2 3 4 5

32. 對於穿脫襪子和衣服、扣鈕釦、綁鞋帶等的動作，向來都做不來或做得非常慢

1 2 3 4 5

36. 書桌經常很紊亂，吃飯時又會弄髒飯桌，教導他收拾好書桌或玩具很是困難

1 2 3 4 5

40. 拼圖總比別人差，對模型或圖樣的異同辨識常有困難 1 2 3 4 5

45. 不喜歡把頭倒置：如避免翻筋斗、打滾，或室內打鬥等的遊戲活動 1 2 3 4 5



55


表3：檢核計分表

（感覺運動統合發展各種綜合症狀）

起迄題號

原始分數

標準T分數

百分位等級

代號

評估描述

一 . 前庭平衡和大腦雙側分化情形

(1∼10)

( )

( )

二 . 觸覺防禦 (11∼29) ( ) ( )

三 . 發育期運用障礙 (30∼37) ( ) ( )

四 . 視覺空間和形態感覺情形 (38∼41) ( ) ( )

五 . 重力（地心引力、姿勢）不安全症

(42∼50)

( )

( )

六 . 感覺統合整體評估 (1∼50) ( ) ( )

表4：填分實例

（感覺運動統合發展各種綜合症狀）

起迄題號

原始分數

標準T分數

百分位等級

代號

評估描述

一 . 前庭平衡和大腦雙側分化情形

(1∼10) 14 ( 59 ) 86 ( 1 ) 常態範圍內

二 . 觸覺防禦 (11∼29) 45 ( 39 ) 16 ( 2 ) 輕度失常

三 . 發育期運用障礙 (30∼37) 27 ( 23 ) 1 ( 3 ) 可能嚴重失常

四 . 視覺空間和形態感覺情形 (38∼41) 12 ( 30 ) 6 ( 3 ) 可能嚴重失常

五 . 重力（地心引力、姿勢）不安全症

(42∼50) 22 ( 27 ) 4 ( 3 ) 可能嚴重失常

六 . 感覺統合整體評估 (1∼50) 96 ( 46 ) 34 ( 1 ) 常態範圍內



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表5：個案評估 - 各持份者對明仔的觀察記錄重點

觀察者觀察地點與時段觀察記錄（不定時及隨機觀察的重點提取）

研究員二零一零年十二月份ABC幼稚園幼兒班內隨意觀察

長時間（超過一個小時）不主動與別人溝通；能聽指示，經引導或跟着別人才有講話，但含糊不清；講話時視線目光不望對方；自己走來走去及操弄身邊物料而不與人接觸或交流；動作軟趴趴；沒有自理的行為；對數字能力高、亦特別感與趣 ……。明仔的觀察能力強、小肌肉的建構能力亦高、對數字能力與興趣亦比同齡幼兒優良，小肌肉的建構能力高。

教師

二零一零年十二月份日常學校生活的隨意觀察概念 / ABC幼稚園校舍

一般學習能力、大小玩具操作能力及跟指示講話屬尚可 / 語言流利程度差 / 社交人際稍差；稍微好動；活動進行時明顯不專心 ……。喜歡與數字相關的遊戲，比同齡幼兒對數字辨識及小肌肉建構能力更高。

家長

二零一零年十二月十六日幼兒家居生活的隨意觀察概念 / ABC幼稚園會議室內填寫

不懂表達自己的需要；不理會別人的要求；只喜歡看有路軌的交通工具而不肯離開；如在他需要時才回應別人，回應的表達方法是將桌面東西推在地上；未懂穿鞋、背書包及基本自理 ……。喜歡數字與小肌肉建構相關的遊戲。

表 6：幼兒感覺發展檢核表 - 老師評核內容（幼兒校內表現）

（＊請勾選出最接近的表現描述）

學生姓名班別　（班號）　問卷編號【不用填寫】

一般學業學習能力 (　)學業優秀 (　)學業跟得上 (　)稍微跟不上 (　)顯著跟不上

大小玩具操作能力 (　)很靈巧 (　)技巧能力尚可 (　)稍微遲鈍 (　)顯著遲鈍

孩童社會人際關係 (　)關係優良 (　)關係尚佳 (　)關係稍差 (　)關係惡劣

好動分心或專心度 (　)很專注 (　)專心度尚可 (　)稍微好動分心 (　)顯著好動分心

語言流利程度　　 (　)語言流利 (　)講話尚可 (　)口齒不清 (　)顯著語言障礙

情緒穩定情況　　 (　)特別穩定 (　)平常起伏 (　) 比較暴躁或憂鬱 (　)顯著暴躁或憂鬱

鳴謝特此鳴謝香港感覺運動學會及35所幼稚園對三項研究資料搜集的提供及個案分析的參與



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引言音樂智能被視為一種感知器官綜合協調的才能，這包括聽覺、發音才能、觸覺才能和表達音樂的能力；這項智能具體來說，是指對節奏、音調、旋律或音色的敏感度（劉永慈，2010a）。幼兒在幼稚園階段，是音樂智能發展的重要時期（孫麗芳，2010），教師需以音樂作為媒介，來培養幼兒對音樂的興趣和欣賞能力，並以「遊戲」方式、用一些有效的方法使他們在音樂實踐活動中學習必需的技能和技巧，以培育其音樂智能。音樂智能的地位不像語言或邏輯數理智能那樣對於人類發展是不可或缺，但是，要培養幼兒的音樂智能，教師可將優美而簡單的歌曲和節奏律動遊戲的內容編排於音樂活動中，使幼兒學會欣賞音樂，建立節奏感，愛唱歌，並在肢體律動中發揮創意，在實踐中培育幼兒的音樂智能。

在教學實踐中培育幼兒的音樂智能Cultivating Children’s Musical Intelligence in Music

Teaching

劉永慈香港教育學院幼兒教育學系

摘要幼兒在幼稚園階段，是音樂智能發展的重要時期。教師可透過音樂作為媒介，就幼兒對音樂的興趣和欣賞能力，用「遊戲」方式和有效的方法來激發其創造性，以培養他們的音樂智能。本文旨在透過音樂活動中的歌唱和節奏律動遊戲，配合幼兒歌曲作範例，幫助教師在幼稚園課室裡如何運用唱歌和節奏律動遊戲來培育幼兒的音樂智能，並為教師提供一些實踐和培育幼兒音樂智能的策略。在培育幼童音樂智能的同時，教師的角色和音樂環境的創設扮演重要的地位。

AbstractThe development of children’s musical intelligence is particularly crucial in the pre-primary stage. Teachers may cultivate such intelligence through music activities, games, and the use of media designed to stimulate children’s interest in and appreciation of music. The aim of this paper is to suggest strategies that pre-primary teachers can use to enhance children’s music intelligence in the classroom. It reports some of the strategies that teachers have found useful, such as the use of children songs as examples in singing and rhythmic movement activities. It considers the role of teachers and the establishment of a creative musical environment as essential elements in the cultivation of children’s musical intelligence.

遊戲遊戲是幼兒成長過程中不可缺少的經驗，是他們學習的管道，黃志成和王淑芬（1995）引述盧美貴（1987）指出「凡是一切能促進幼兒身心發展的活動，均可稱為幼兒遊戲」（頁 170）。遊戲能使幼兒經歷到自由自在、與人合作和分享的樂趣，且有效的學習；更能「幫助幼兒表達內心世界和探索現實世界，是最有效的學習策略」（課程發展議會，2006，頁34），對他們整體的發展有著極大的作用。

遊戲的種類很多，可包括音樂遊戲、肢體律動遊戲、扮演遊戲及其他種種形式的遊戲，而幼兒的學習多透過Sponseller（1974）所提及的五種模式來學習 : 自由遊戲、引導遊戲、指導遊戲、假以遊戲之工作及工作（節錄李萍娜，2011，頁 75），其中幼兒多通過「自由遊戲」或



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「自發性遊戲」模式，且與人、事、物互動以建構知識。而本文的意義是透過音樂遊戲來培育幼兒的音樂智能。

學者黃麗卿（2008）指出「幼兒喜好遊戲是他們的天性，培養幼兒學習音樂經驗，能讓他們感受到學習音樂的樂趣」（頁 9-10）。她認為只要是加入了音樂元素的遊戲，都是音樂遊戲；亦即是說，音樂遊戲可以包括：聆聽遊戲、唱歌遊戲、節奏遊戲、律動遊戲、音樂創作遊戲、敲擊樂遊戲及利用音樂欣賞進行遊戲。

音樂智能一般來說，幼兒的音樂智能，可以解釋為：理解音樂技巧、演繹音樂形式和想法，並創造富想像力及表達力的組合體（Wright，2 0 0 3；L a u，2 0 0 7，劉永慈，2 0 1 0 a）。而Gardner（1997）則將音樂智能定義為「創造和感知音樂模式的能力」（p. 36），他認為每個幼兒都具音樂智能，而各種智能在幼兒中常被發現是重疊的，他們的音樂智能在各方面也能應用出來；例如：對聲音具敏感度、對聲音的次序和結構作出適當的回應，而且也會透過隱喻的理解來表達情感等（Gardner， 1983；1997；Wright，2003；Lau，2007）。Gardner（1983）認為富音樂智能的幼兒「能夠感知音高、音調和節奏模式、能創造和譜寫旋律或節奏，和組識有節奏的音樂」（p.104）。他認為具音樂智能的幼兒能透過聲音、節奏和音樂學習得更好，進行遊戲時更很投入地拍踏和唱歌（Lau，2007）。根據Gardner（1983）的見解，他認為音樂智能主要有三個與音樂相關的元素：這包括「音高」或「旋律」（pitch or melody）、「節奏」（rhythm）和「音色」（timbre）（頁104）。

多元智能與音樂智能的關係「多元智能」的理論，是著名心理學家加德納博士在一九八三年提出的，根據嘉德納（1993）對「智能」的定義，他解釋為「人類解決問題的能力，或製造一些對於一個或多個文化有價值的東西」（頁 35）。就嘉德納「多元智能」的理論，他將人的智能分為八大方面，即語言智能、數學邏輯智能、視覺空間智能、音

樂智能、肢體活動智能、內省智能、人際關係智能、和自然觀察者智能。他認為所有人也擁有多個智能，而這些智能是可以培養和加強的。嘉德納曾於一九八二在Psychology Today 6月刊裡發表了一篇文章，名為〈The Music of the Hemispheres〉《腦球體的音樂功能》，在文章內，他指出「人腦中的某個區域存在的音樂能力比言語或空間能力的運用途徑更廣泛」（Fogarty & Stoehr，吳志宏譯，2004，頁16）。從多元智能的理論來看，在人類的智能中，Gardner（1997）強調「音樂智能在人類個體天賦中是最早出現的」（p. 99）。嘉德納（1983）指出雖然人的智能似是各自分開，但強調當人解決問題的時候，這八種智能是同時運作，而且通常是相輔相成的，而很少各自獨立運作的；例如「在課堂的音樂教學裡，教師亦可透過一些特定類型的學習經驗，將幼兒各種的智能進行連接」（劉永慈，2010a，頁 25），就如進行音樂遊戲時，當幼兒與同伴四人拉手圍圈，他們學會數出同伴數目（數理邏輯智能），當他們見到圈子的形成及置身在其中（視覺空間智能），他們接納同伴作為朋友並與他們協作一同遊戲（人際關係智能），聽見音樂後，他們對音樂節奏作出反應（音樂智能），且以拍手、踏步、搖擺的動作及舞動身體對音樂作出回應（肢體活動智能），從以上的例子，顯出幼兒的數理邏輯智能、視覺空間智能、人際關係智能、音樂智能、肢體活動智能是相互獨立地運作（Lau， 2007；劉永慈，2010a）。

培育幼兒音樂智能的實踐與技巧

要培育幼兒的音樂智能，只能在幼兒音樂活動中產生和發展。音樂智能的地位雖然不像語言或邏輯數理智能那樣對於人類發展不可或缺，但幼兒的音樂智能發展比其他任何能力都來得早（Gardner，1997），不同幼兒的音樂智能都有著個別的發展過程，這也可能與幼兒獨特個性和環境方面有關，更與幼兒教育有著更大的關係，因幼兒在有計劃的教育工作者和環境的剌激與啟迪下，可以得到音樂智能的初期發展；例如：幼兒在幼稚園階段時，他 /她已有機會聆聽美妙及具素質的音樂及旋律，他 /她的音



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樂智能就具相當高的旋律聽覺能力和具節奏感。

以下筆者就幼兒在音樂活動中的「歌唱」和「節奏律動」遊戲兩部分，配合一些適合幼兒年齡發展的歌曲作範例，提供教師如何就他們的發展能力，通過歌唱和節奏律動遊戲，培育幼兒的音樂智能：

幼兒的「歌唱」能力音感在幼兒期已顯露出來，音感較強的幼兒經常會不顧周圍的環境，就開始哼哼唱唱、打拍子、傾聽或者唱歌。他們察覺到聲音，並能注意到聲音的細微差異，而「聲音有一定的音高、強度、時值和音色，這在幼兒早期就已開始發展」（劉永慈，2010a，頁 26）。幼兒在幼稚園三、四歲的階段，對音樂的感受能力已顯著增強，當他們聆聽不同性質的歌曲，從中他們已領略了歌曲中不同的情緒風格，他們對音樂的感受能力、欣賞水平也提高了的同時，他們的歌唱能力也不斷地發展，這表示在幼兒聽覺方面的能力提高了，他們大多數已能準確地唱出一些簡單的歌。幼兒在教師的有目的、有計劃、有效能的唱歌教學活動組織下，到了五、六歲，他們的唱歌水平已有一個較顯著的提高，他們唱歌的數量和經驗都不斷地增加，音域擴大了，節奏也更準確，對力度、速度的控制更細膩，易於掌握，表現力更豐富，他們的聲音運用更自如，而且已「漸能掌握一些在旋律進行和節奏變化上稍為複雜的歌曲，這證明了大腦對聲音器官的支配作用更有效」（劉永慈，2010a，頁27）。幼兒「對於音色 /音質的概念，已具聽辨的能力」（劉永慈、蘇玉霞，2011，頁 33）；例如 : 對於男性和女性唱歌時所產生不同質地的唱歌聲音，他們已能辨別，且能有初步的理解，又或分辨弦樂器與節奏樂器的聲音質地時，他們亦能具初步的聽辨能力。

在「歌唱」實踐中培育幼兒的音樂智能

在《有趣的聲音》和《回聲先生》（趙鈞鴻，2009）這兩首歌曲中，教師能培養幼兒對音準、音高和旋律的反應和感知能力，且在音色和節奏上得到培育。藉著《有趣的聲音》（附

件 1），幼兒基本上在沒有伴奏的情況下也能獨立地唱出歌曲，他們能感知歌曲的「音高、音調」（Gardner，1983，p. 104），而這首歌曲前8個小節，每樂句出現的節奏形式都是相同的 [♩♫♩♩|♩♫ d]，在節奏方面，幼兒在重覆的聆聽中已潛移默化地掌握了這歌曲的相同樂句和節奏特徵，且能準確地唱出歌曲的「旋律」（pitch or melody），及至第11至14小節 [do’ do’ do do | do’do’ do do | do me so- | so me do- |]，教師運用幼兒較容易接受的（do me so- | so me do-）三度音，並「運用音高手勢來幫助幼兒唱準音高」（霍力岩，1994，頁 314），在實踐幼兒的音樂智能上，教師已「培育了幼兒對音準、音高和旋律的感知能力」（許卓婭，1995，頁65）。在音色培育方面，教師可邀請一位幼兒（A）唱出第11小節 [do’ do’ do do]，而請另一位幼兒（B）唱出12小節 [do’do’ do do ]，透過唱出音準的遊戲，幼兒A和幼兒B雖然都是唱著相同的音，而且聲量的大小也是沒有多大差異，但他們唱歌時各人嗓音的音質 /音色各有不同，同時，當幼兒聆聽第9和10小節的音樂 /琴聲，對比第11和12小節幼兒的歌聲時，也顯出不同的音色特徵。

至於《回聲先生》（附件 2），這歌曲對幼兒音樂智能發展的水平要求較高，因教師採用歌曲的旋律是以對唱的形式與幼兒交替進行遊戲，教師唱一句旋律，幼兒就以答唱回應，問唱：哈哈——（♩♩ ），幼兒答唱：哈哈——（♩♩ ），配合了音樂教育家高大宜的「五聲音階」以 so、me組成的小三度來教學，「幫助幼兒掌握 so、me 音準的基礎」（趙鈞鴻，2002，頁 153），且唱準音高（Houlahan & Tacka，2008，p. 40），培育了幼兒的旋律感知，許卓婭（1995）強調「以幼兒的旋律感知來說，他們最早發出的調子是小三度」（頁 65），與Gardner（1993）對幼兒音樂智能所提出的音樂相關元素（音高 /旋律 -pitch /melody）不謀而合；教師再唱一句旋律，問：「回聲先生回聲先生你在那裡呀 ?」[♩♩♩♩|♩♩♩♩|♩♩♩♩| ]，幼兒答唱 [♩♩♩♩|♩♩♩♩|♩♩♩♩| ]，幼兒與教師所用的旋律相同，教師以 4個四分音符（♩）「自然走路」的節奏作為節奏教學的起點，



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幼兒學會感知基本的節奏，認識歌曲中的節奏形式，掌握歌曲中的節奏特徵，同時藉著聲音作出回聲，培養他們辨別大小、輕重的聲音，能以不同的「力度」來回應歌曲的形象（教師發聲：強，幼兒回聲：弱）。在音色方面，當教師與幼兒分別對唱和作出回聲時，教師與幼兒所唱出的旋律高低音雖然是同一組音 [教師唱：so me ，幼兒唱：so me ]、[教師唱：so, me me me| so, me me me| do do re re| me- - -，幼兒唱 so, me me me| so, me me me| do do re re| me- - -]，但教師與每位幼兒發出不同的嗓音去唱就會得到不同的音色效果，幼兒就不難發現每個人也有他 /她個人獨特的音色了。故此，透過以上的歌曲，幼兒的音樂智能在教師的培育下，在聲音、節奏和音樂方面，學習得更好，配合Gardner （1983）的見解：「富音樂智能的幼兒能夠感知音高、音調和節奏模式…….」（p.104）。

幼兒的「節奏律動」能力大多數的幼兒都有一種天生的節奏感，或者說是節奏的本能。所謂節奏能力是指幼兒感知音樂節奏的情緒表現及準確地展現節奏的能力（劉永慈，2010a）。節奏感強的幼兒能運用自己的動作，適當地對音樂的情緒作出表達，可見節奏感與人的肢體動作和音樂感覺是聯繫在一起的，尤對幼兒來說，音樂與動作更是有一種天然的聯繫（Lau，2007 ），幼兒常透過對音樂的感受，運用肢體動作表達出來，他們最先感知的是拍子、速度與節奏相關的音樂元素，例如：他們聽到節奏明快的音樂，就會配合音樂的節奏手舞足蹈，隨著音樂節奏來拍手、走步和以肢體表達動作 /律動，配合音樂的快慢而改變動作的速度，對於旋律的音高和曲式，幼兒漸漸地就能感知（劉永慈，2010a）。

三、四歲的幼兒基本上已能配合節拍做動作，他們隨音樂做動作時，能夠注意到音樂的性質及速度的變化，並會漸漸地根據音樂的變化而用相應的動作去表達自己對音樂的感受，例如：音樂速度加快則動作加快，音樂速度減慢則動作速度也放慢，音樂是連貫、平穩的，動作也做得連貫、平穩，音樂活潑、跳躍，動

作也活潑、跳躍。隨著幼兒發展的成熟度，他們能隨著音樂做出動作的經驗也更加豐富了，他們不但懂得控制身體，並將身體動作和音樂配合，基本上已能將所做的動作與音樂合拍地進行。

至於五、六歲的幼兒，他們的動作已經能完全與音樂一致，大部分都能感覺到音樂的基本節拍，做動作時能很快地抓住音樂的基本節拍，隨拍子的快慢或漸快、漸慢而隨之改變動作速度，並能在動作體現 2拍、3拍和 4拍音樂的節拍重音。幼兒在音樂智能提升的同時，大腦對整個身體動作的協調控制能力也在提高，他們已能較協調地、優美地跳舞，手和腳的動作能夠自然地跟上音樂節奏和節拍，在教師指導下已能做出一些簡單的舞步。

在「節奏律動」實踐中培育幼兒的音樂智能

筆者以《唱歌和跳舞》（趙鈞鴻，2009）（附件 3）作範例，幼兒透過這首帶有附點音符的歌曲，在跳舞時能有效地控制其肌肉活動，他們具「感知音樂模式的能力」（Gardner，1997，p. 36），準確地按音樂節奏做各種複雜的基本動作，他們一邊唱歌一邊伴隨歌曲的節奏，結合一定的動作或舞蹈去加強節奏感，在邊跳邊拍手和踏腳的過程中，「能培養幼兒對節奏的敏感度」（霍力岩，1994，頁306），幼兒的音樂智能在教師的培育下，他們跟著歌曲中的音樂旋律，在動作中體現 4拍子音樂節奏的重拍（第一拍），用左腳和右腳交替踏、點在重拍上，兩人拉手轉圈時，能夠在適當的重拍上轉動身體，在音樂智能及肢體動覺智能上，均得到培育及發展。在節奏律動的實踐中，幼兒邊跳邊唱，充分激發他們對音樂本能的喜愛，且能按著各個音符原有的長短關係在跳舞，他們跳得自如，且有力度變化，富有表現力，而不是機械地跳舞，培養了幼兒對節奏的敏感度。節奏方面，全首共8小節的歌曲，在前4個小節中，每樂句出現的節奏形式都是相同，幼兒在重覆聆聽中已潛移默化地掌握了這歌曲的相同樂句和附點音符的節奏特徵。幼兒隨著附點音符的《唱歌和跳舞》歌曲，邊唱邊跳地作樂，饒



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有興趣，他們唱歌時感到快樂，且掌握教師所教的節奏和旋律。

在旋律和音準方面，《唱歌和跳舞》是適合幼兒音域的良好唱歌教材，因歌曲富節奏感，在音域上只是八度之距（由D ~ D’），幼兒能隨著歌曲明快的節奏，準確地唱出歌曲的「音準 /旋律」（pitch or melody），當幼兒用唱歌來伴隨跳舞，他們雖然都是童聲，但各人發出嗓音的音色各有異，當他們在集體跳舞時，邊唱邊傾聽周圍小朋友的歌聲，這除了培養幼兒個人的音準外，也培養他們在集體歌聲中聆聽和辨別其他幼兒嗓音的音色。教師透過遊戲將幼兒的音樂智能提升了，因幼兒已「能夠感知音高、音調和節奏模式、並能在有節奏的音樂上 [將動作加以 ]組織」（Gardner，1983，p.104）。

教師的角色研究指出教師實踐音樂活動時，有助提升幼兒的音樂智能，Hine（2001）指出「教師如何促進幼兒的學習經驗，能影響幼兒的學習質量並對提升他們的學習智能有重要的連繫」（http://www.earlychildhood.com，2001），因此，在培育幼兒的音樂智能過程中，教師可探尋最有效的教育方法，創造出生動、富啟發性、卓有成效、富於美感的音樂活動形式，包括聆聽及欣賞音樂、歌曲教唱、節奏遊戲、韻律活動、音樂遊戲等等。讓幼兒透過有趣的音樂活動，體會音樂的美，學習表達這種美，進行音樂活動的同時，鍛練提高幼兒的心理品質，培養和發展幼兒的音樂智能。

培育幼兒音樂智能的策略根據筆者的教學經驗及進行的研究，有些教師未有在音樂上受過較多訓練的，又或他們雖然曾在教育學院接受幼教專業訓練，在帶領音樂活動及培育幼兒的音樂智能方面稍欠信心（黃樹誠、劉永慈，2008），但筆者認為這些教師仍能透過不同的策略去培育幼兒的音樂智能，最重要的就是教師對幼兒音樂有興趣，願意多聆聽幼兒所唱的歌曲及接納他們各種表達的方式，培養幼兒的創造性，並將學習的成果帶進他們日常的生活中，用適當的方法引導他

們。筆者對提升幼兒的音樂智能提出的一些具體建議：

（一）讓音樂環繞幼兒教師可在課室裡播放或運用各樣的音樂創造不同的氣氛。例如：讓幼兒聆聽不同文化或各地的音樂，一邊唱歌一邊慶祝節日（如：《中國生日（國慶）》[1998初版 ]（趙鈞鴻，2002）或季節（如：秋天）的來臨。亦可讓幼兒邊聆聽音樂時，邊用身體律動配合音樂及節奏作出表達，或以音樂遊戲方式，使幼兒有自我表達的機會，教師可在幼兒的自由分組時段，讓他們自由進入音樂角，善用教師已準備的光碟、光碟機和各種樂器，隨意操弄樂器和播放音樂光碟，讓他們有多聆聽音樂的機會，例如透過聆聽《唱歌和跳舞》和《回聲先生》，能提供幼兒辨別兩首歌曲在節奏上的分別，《唱歌和跳舞》是一首帶有附點音符的歌曲，他們在音樂的伴隨下，感受音樂的節奏，可做出富節奏感的舞步，而《回聲先生》則是以四分音符（♩）「自然走路」的節奏作為重點，幼兒學會感知基本的節奏，掌握歌曲中的節奏特徵，教師在這方面提高了幼兒辨別音樂性質的能力。

（二）提供結構性及開放式的音樂活動教師可使音樂教學方式更多樣化，這包括了直接式的指導教學（唱歌、跳舞、說白遊戲、節奏型式）及提供幼兒在音樂上有「探索」及「發現」的機會（劉永慈，2010a），例如：在《回聲先生》的音樂遊戲中，教師可引導幼兒分別與教師對唱或與幼兒對唱時，學習聆聽教師或其他幼兒發出的歌聲，使他們從聆聽中，能主動區分各人的嗓音，就能發現、辨別及感知聲音的不同質地 -- 「音質」或「音色」，讓他們從小認識一些音樂的元素，且能培養其「主動探索的經驗」（孫麗芳，2010，頁58）。

再者，除了教授傳統的歌曲外，教師亦可給予幼兒主動探索，提供他們創作歌曲的機會，讓他們發現自己喜愛的歌曲，可運用舊的旋律去創作新的歌詞，或以舊的歌詞配合新的旋律，或在歌曲的適當段落中自行創作音階或旋律，例如：在《有趣的聲音》的第9、10小節



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中，教師可根據小節中的音高及節奏形式唱出 [do’ do’ do do | do’do’ do do ]，再請其他幼兒在11、12小節中作出相同的回應，及至13、14 小節，教師可請幼兒自行創作其他節奏及唱出音名 [可變成me me so so do- | me so do’- ]，通過簡單的創作唱音，他們的音樂記憶力便在自己的創作中得到加強，培育了他們在音樂智能的發展。

（三）以故事引發幼兒製造音樂效果教師可嘗試讀出一個幼兒喜愛的故事，請他們運用自製的樂器來製造聲音效果，並將他們的創作及即興創作以錄影留作記錄。例如：教師可運用《有趣的聲音》[♩♫♩♩|♩♫d] 與幼兒交替對答第 1至 8小節， [教師：有趣的聲音你聽見嗎 ? 幼兒：有趣的聲音我聽見啦 ]；及至第 11至 14小節，教師唱出 [do’ do’ do do | do’do’ do do | do me so- | so me do- |]，教師可請幼兒用拍手聲或樂器聲作出節奏的回應，教師可連貫地以故事形式帶出有趣的聲音原來是從回聲谷出來的，其後帶出《回聲先生》，以對唱遊戲形式進行教師與幼兒或幼兒之間分組對唱，教師可鼓勵幼兒運用一些音樂樂器，並請他們決定如何運用手上的樂器配合《回聲先生》和《有趣的聲音》來進行集體即興創作等。

（四）培養幼兒的創造力創造力是幼兒需具備而最重要的一種能力，許多研究證明，幼兒的想像力在很好的藝術活動中能被培養起來，音樂活動常常也離不開想像（Lau，2007），而想像力是學前幼兒從音樂活動中獲取最快樂的重要途徑之一。在幼稚園階段的幼兒，正是想像力和創造力發展的最好時機，他們因為頭腦中沒有太多的框框和習慣化的態度，他們因而有更大量的機會嘗試用身體、用聲音、語言，做出具創造性的音樂表現，例如：教師透過《有趣的聲音》提供幼兒在歌曲的適當段落中有自行創作音階或旋律的機會，幼兒將13、14小節中的do me so- | so me do- | 改成me me so so do- | me so do’- |，他們的創作力得到教師的讚賞和認同；而在《回聲先生》的歌曲中，教師常採用了四個最簡單的4分音符（♩）來唸誦♩♩♩♩ | ♩♩♩♩ | ♩♩♩

♩ | o | [回聲先生回聲先生你在那裡呀？]，這些節奏模式已為幼兒以後的音樂發展播下了種子，他們起初所唱的歌曲及即興的創作，可能不常有穩定的節奏、節拍或清晰的音調，但在過程中，重覆的模式卻漸漸地出現了。隨著時間的過去，這些模式漸漸地納入在更複雜的音樂結構中，從而使幼兒的記憶中出現了句式的結構、節拍及音調（劉永慈，2010a）。

營造良好的環境及提供物料幼兒在音樂智能上的培育有賴於豐富和有支援力的環境。幼兒音樂天賦的早期表現並非總是這樣的情況，有時它也會潛伏很多年，等待著一個刺激者或有利於它成長的環境才出現。要培養幼兒的音樂智能，教師可為幼兒創設一個開放、自由、溫暖和舒適的環境（Isenberg & Jalongo，2001），提供他們探索及幻想的機會，能令幼兒有更巨大的創造力和創作行為（Isbell & Raines，2003，p. 52）。例如：在活動室、音樂角等地方可以隨時播放一些幼兒喜愛的音樂歌曲，以《唱歌和跳舞》為例，教師可讓他們利用不同的音樂材料（如：絲帶、搖鼓……），無拘無束地在音樂角中活動；他們才能透過實際具體的操作經驗，達到從「做中學」的概念，讓他們對音樂活動充滿新鮮感和積極性，教師更可提供一些物料及各種豐富的材料，如：美勞物料、樂器、紙盒、膠圈、紙張、絲巾等，讓幼兒有足夠的物料來支持及延展他們的創意音樂遊戲。因為「幼兒的創意能在溫暖、具空間感、舒適和刺激的環境中得到提升」（Wong & Lau，2002，p. 29）。

總結在幼兒的生活中，四圍都充滿著音樂，要培養幼兒的音樂智能，教師扮演著一個重要的角色，教師宜多提供音樂環繞幼兒，並讓他們具備一些基本的音樂素養，例如：多聽曲調優美的古典音樂作品，不但能培養幼兒的音樂素養，其中的旋律亦對幼兒的大腦發育和記憶力都很有幫助，當幼兒在玩遊戲的時候，教師可放一些輕柔的音樂作為背景音樂，這能在潛移默化之中讓幼兒更專注，也能在不知不覺中培養起他們的節奏感，培育幼兒在音樂上的智能



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發展。教師亦宜多提供結構性及開放式的音樂活動，讓幼兒在音樂活動中有「探索」及「發現」的機會（劉永慈，2010a）。要開發幼兒的音樂智能，應該越早越好（但這並不是一開始就要幼兒學鋼琴、其他樂器或學聲樂），因為音樂智能的養成是一個潛移默化的過程，任何急功近利的行為都是不可取的，相比之下給孩子創造一個音樂的環境更重要。總括來說，要啟發幼兒的音樂智能，幼稚園教師在安排音樂活動

時，內容宜以故事引發幼兒的學習和培養他們的創造力，可包括優美而簡單的歌曲和節奏律動遊戲，使能「引導幼兒學會欣賞音樂，建立節奏感，愛唱歌，並在唱遊律動中能夠發揮創意」（趙鈞鴻，2004，頁20）。儘管有其他指導的方式，給幼兒找到一個既有個人魅力又和藹可親的老師最是重要。

參考資料李萍娜（2011）：2-3歲幼兒在自由音樂遊戲中之音樂行為與同儕互動之探究，《教育研究學報》，第 44卷，

第一期，頁73-99。孫麗芳（2010）：幼兒音樂智能活動的組織與指導初探，《幼兒教育》，一月號，頁58。趙鈞鴻（2002）：《歡樂音樂伴成長》，香港，香港晶晶教育出版社。趙鈞鴻（2004）：提升幼兒多元智能的理論和實踐，《第四屆優質學前教育國際研討會論文集》。2004年11月，

頁17-20，上海，中國福利會出版社，中國福利會。趙鈞鴻（2009）：《我愛唱歌（三）》第二版，香港，香港晶晶教育出版社。許卓婭（1995）：《學前兒童音樂教育》，北京，人民教育出版社。霍力岩（1994）：《音樂的啟蒙》，北京，華夏出版社。黃志成、王淑芬（1995）：《幼兒的發展與輔導》，台北，揚智文化事業股份有限公司。黃樹誠、劉永慈（2008）：幼兒教育課程改革：創意幼兒韻律教育課程，《教育曙光》，第56卷，第1期，頁95-

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教師「暢態」感受：音樂 - 肢體課程對教師健康及教學之啟示Teachers’ Feelings on ‘Flow’: Music-Movement Curriculum’s

Implications for Teachers’ Health

劉永慈、黃樹誠、黃有豪香港教育學院幼兒教育學系

摘要良好的學校環境能促進兒童健康發展，一個良好的學校「課程政策」卻是設計出良好的學習環境的依據。教師是學習環境的設計及推行者，現行學校所推行的課程政策雖有關注兒童的健康發展，但較為缺乏對促進教師健康的考慮，然而，教師能通過推行綜合的音樂-體能-創意活動能產生「暢態」的感受，這種「暢態」感受是提升教師健康的根源，可推動教師不斷進步發展，達成學校、兒童及教師的三贏局面。本文目的是以音樂-肢體課程為例，喚起業界對教師「暢態」感受的關注，內容包括：一、香港幼稚園現時對教師健康關注情況；二、以音樂肢體課程顯示出教師「暢態」感受與其心理健康的關係；及三、健康教師對學校的啟示。

AbstractA favourable school environment based on a good school curriculum policy can enhance children’s healthy development. It is the teachers who plan and implement children’s learning environments, and while school curriculum policies typically address the healthy development of the children they serve, they show relatively little concern for promoting teachers’ health. Nevertheless, teachers can experience what is known as “flow” when conducting musical-physical-aesthetic activities and this “flow” state is pivotal in enhancing teachers’ health in ways that benefit overall school development. This article investigates the use of musical-physical curriculum to increase awareness of how teachers’ “flow” states relate to their psychological well-being in the field, including (1) the degree of concern regarding the well-being of teachers in Hong Kong kindergarten classes, (2) the relationship between teachers’ “flow” experiences and their psychological well-being, and (3) the implications of healthy teachers in kindergarten environments.

引言有良好的學習環境，是需要有良好的學校「課程政策」來支持的（課程發展議會，2006）。教師是學習環境的設計及推行者，健康的教師能為學校帶來具效能及高效率的工作表現，更能在其教學上發展具效果的教學技巧，令教學生活充滿成功感和滿足感，減少挫敗的感覺及壓力等負面因素。一個優秀的教師，除需具備豐富的專業知能、精熟的教學技巧外，更重要的是要有健康的心理狀態，才能有效地發展所長和教學影響學生的學習。

健康的教師對兒童的發展有著直接的關係，因兒童每天和教師一起生活學習，教師對兒童人格之塑造，具深刻的影響，例如教師以正確的態度對待兒童或處理師生關係，兒童在整個學習過程中也能保持良好的心態，教師能使受挫的兒童建立信心，懶散的兒童變得勤奮，內向的變得更活潑等。所以「健康不僅是教師個人的事情，也關係到兒童身心健康的發展」（高明書，1999，頁 110）。故此，「心理健康的教師，才能透過教學歷程影響學生，從而培養出身心健全的良好學生」（王以仁、陳芳玲、林本喬，2005，頁21）。



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健康的定義健康是指生理上、心理上及社會上的安寧美好狀態，而不單只是沒有疾病。Marotz（ 2 0 0 1）引述並延伸聯合國世界衛生組織（1946）對健康作出定義：「健康是身體、心理和社會適應的健全狀態，而不是沒有疾病或虛弱現象，而且，他們之間會相互影響。」（p. 5）。所以健康涵蓋個人在身理、心理、社群發展狀況的全人概念，這定義適用於幼兒與幼兒教師。對於教師健康的發展，學校卻較少對教師切實地作出關注與支持。教師們一直在重壓下工作，對他們而言，甚麼因素導致他們產生這壓力，現將實際情況歸納如下，而這些因素到現時仍存在於今天的學校中。

香港幼稚園現時對教師健康的關注情況香港幼稚園教師每天在校的工作時間，從站崗等待小朋友上學、與家長傾談，上課、下課的時間及課後留校準備明天的工作，時間較長（香港教育學院，1998）足有十個小時之多留於學校內（由上午八時 -下午六時計算），「過長的工作時間和過多的工作量，形成了教師常有的壓力」（Holmes，2006，關慧敏譯，頁 39）；教師在幼稚園的工作及時間出現壓力是非常普遍，「時間管理成為 [她 /他們 ]壓力的來源」（Tsai, Fung, & Chow, 2006, p. 368），他們的心理是否健康多從教學工作中反映出來，在學校裡，教師有未完成的工作，且需要把工作帶回家，而有責任的教師，沒有不把未完成的工作帶回家來完成，也許他們認為這樣就可以為師生互動及為明天的挑戰做好準備。但這些大量而繁瑣的工作，是否對教師心理健康帶來負面的成效？從研究中發現，教師從工作中只得到一般或極低的滿足感，且常感筋疲力竭（burnt out），較多出現各種健康警號，以致他們不能建設性地幫助兒童有更好的學習（Tsai, Fung, & Chow, 2006），從這層面看來，學校未見為教師健康作進一步的關注。

其次，教師工作壓力的主要來源為「整體教育改革政策」和「教統局對學校的評估」（香港健康情緒中心，2004），他們為著管理兒童而做出許多準備的工作，進而到實際的教學裡，

除了每天的教學外，教師需對兒童作出觀察後再作文字的記錄和評估，這也是教師的主要工作，他們承擔這責任的過程，都需要花費相當的時間與精力（Holmes，2006，關慧敏譯，頁41），在政策、學校工作分配上，學校未見從教師的健康考慮作出發點。

美國心理健康全國協會（The Na t iona l Association for Mental Health）曾列舉一些有關心理健康的教師應具備的其中特質：例如：「教師在教學中經常感到快慰和舒適、從每天的生活點點滴滴中，吸取生活的樂趣、樂於參與各種團體的活動、能全力投入工作，從而尋求樂趣等」（高明書，1999，頁 107-108），要擁有以上的感受，近期一項研究指出教師可以通過推行綜合的音樂—體能—創意活動能產生「暢態」的感受（黃樹誠、劉永慈，2008），這種「暢態」感受便是內在動機的根源，可推動教師不斷進步發展，達成學校、兒童及教師的三贏局面；有助教師健康的發展。

音樂肢體課程與教師心理健康的關係教師要擁有健康的特質及暢態（Flow）的感受，學校須要良好的學校「課程政策」。根據香港課程發展議會（2006）編訂的《學前教育課程指引》指出，幼稚園的音樂與體能課程能啟發兒童的創意及想像力，提升他們創作的樂趣。它更強調教師可運用適當的引導，透過音樂和體能活動發展幼兒的潛能和興趣，透過課堂中推行的創意音樂 – 肢體課程，教師和兒童也能獲得「暢態」的感受（黃樹誠、劉永慈，2008），這樣，快樂的課程切實地發展教師的身心。這種「暢態的感受，能使教師個人全神貫注，從中得到極大的快樂和滿足感，樂在音樂肢體活動中，頓然感受舒暢、痛快而進入忘我的境界」（黃樹誠、劉永慈，2008，頁101）。

幼兒喜愛在現實環境中去學習、運動、感覺、說話和歌唱，他們從環境和人物的互動中經驗了學習的歡趣和意義。由於兒童熱愛運動和音樂，他們特別喜歡利用運動和音樂與人溝通，教師可推行創意的音樂韻律課程模式（Wong & Chu, 2001；2008）去提升幼兒和



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自身的暢態感。這課程的重點元素包括：音樂技能與概念（Musical Skills & Concepts）、運動技能與概念（Movement Skills & Concept）、創意（Creativity）、暢態與綜合活動（Flow- Integration）的元素。透過此音樂肢體課程，教師除能提升兒童自我表達的能力、興趣、意欲和需要，亦能透過每天有系統的課程安排，將主題綜合活動聯繫各獨立之韻律元素，綜合整個音樂韻律課程，為教師帶來「暢態」的歡暢意境（黃樹誠、劉永慈，2008），提升他們的健康發展。

運動技能與概念

創意

暢態綜合活動

音樂技能與概念

創新幼兒運動 -音樂課程模式（Wong & Chu, 2001；2008）

課程模式中的四個元素雖然是獨立的學科，但在活動時卻是彼此緊扣相連。其發展程序如下：

1. 教師選擇合宜的主題或教師與幼兒探討有共同興趣的主題；

2. 教師編選或與幼兒共同創作故事線和大綱；

3. 教師選取合適和相關的音樂與運動概念；

4. 教師把綜合音樂 -動作概念配上適切音樂 -動作技能及資源（音樂、歌曲、樂器、用具、器材等）；

5. 教師採用創意和引導發現教學策略與幼兒在佈置好的環境場地上課；

6. 教師強調幼兒創意五力的發展；創意五力是：敏覺力、流暢力、變通力、獨創

力和精進力（Guilford, 1959，Torrance, 1990；陳龍安，1995）

7. 教師與幼兒一同參與和享受綜合式運動 -音樂活動。

創意綜合性的韻律教育之最高目標是教師享受「暢態」的感覺。「暢態」是對個人經歷的素質的一種描述（Csikszentimihalyi, 1990）。Csikszentimihalyi（1988）曾以「至佳經歷」（Optimal Experience）形容「這些經驗」，它目標鮮明，回饋明確，使個人全神貫注，從中得到極大快樂。這種「暢態」的心理狀態，確能令教師體驗到真正的滿足感，教師的專注程度令自己全情投入，樂在其中。教師享受這些創意韻律教育活動，音樂洋溢於她們的腦海，運動浸溢於她們的全身；音樂和運動元素溶化於身體的血液中，暢流運行細胞裏。她們在教學上感到強而有力、心思敏捷、能適當地控制教學環境、進入忘我境界、[教學能力 ] 達至「暢態」的狀態。

健康教師對學校的啟示教師的心理健康是必須受到重視的。由於教師工作壓力的主要來源為「整體教育改革政策」和「教統局對學校的評估」，因此，在政策（包括課程政策）和學校工作分配，都應作出相應措施，減輕香港教師工作壓力和情緒健康的問題。提升教師健康的方法建議如下：

● 教師是學校的重要資源，是課程的推動者、策劃者，一個擁有全人健康的教師必能提升學校的成效與質素，間接能促進兒童的學習成效；相反，缺乏健康的教師將會妨礙學校課程政策的推行。由於教師一般投放在學校的時間都佔了她/他一天的不少時間，所以學校能否建立一個包容及互相支持的工作環境是管理層必需反思的問題。

● 教師在推行有效教學的過程中，往往能通過與幼兒的互動而帶來不少的工作滿足感，因此，教師不但可採用創意教



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學模式，推行教與學的暢態活動，提升教師個人心理素質和滿足，這種能產生「暢態」的教學效果（黃樹誠、劉永慈，2008）的前設是以兒童為主的綜合活動。

● 根據Karasek及 Theorell（1990）的工作壓力理論，工作壓力包括有工作要求（ job demand）、工作自主（ job a u t o n o m y）及同儕關係（ c o l l e g i a l relationship）的因素，而造成工作壓力是由於工作要求高於工作自主及社群的支援。這意味著學校管理層必須於安排教師工作時考慮平衡這三個因素對兒童學習所造成的影響，建議如下：

具體方法 1. 校方管理層在整個的課程政策策劃可鼓

勵教師的參與，包括規劃、推行及檢討過程（課程發展議會，2006），教師參與課程政策的過程能提升他們對學校的歸屬感（Hallinger & Cheng, 2009）。

2. 要求教師配合學校的發展同時，給予教師足夠的空間，帶動以兒童為主的綜合課程設計（課程發展議會，2006）。

3. 校方可考慮帶動校內的同儕協作文化，研究顯示同儕協作文化是教師心理健康的重要支柱之一（Wong, 2009），這顯示校內的團隊建立能夠維持教師心理健康狀況，減少教師的工作壓力。

4. 教師個人宜作持續反思，個人性格與課程政策的推行過程的配合，並適切與校

方管理層溝通，建立和諧文化，增加彼此信任。

5. 教師宜通過積極參與，共同建立校內同儕協作文化，彼此分享教學成果，並分擔教學壓力。

6. 適切賦權教師較多的工作自主發展創意課程，如音樂 -肢體課程，讓教師和學生有充份設計和參與，從中獲得健康暢態的滿足感。

總結我們認為擁有健康教師的學校，教師會表現具高度的工作滿足感，即「暢態」的教學效果（黃樹誠、劉永慈，2008），直接提升教學效能，從教師的角度，我們需要有一個強健的身心靈和堅持的信念，使能保持身心健康，並實踐輕鬆活潑快樂的課程（如：「透過音樂 -肢體韻律活動提升兒童的創意」課程），讓兒童和教師產生快樂的互動，彼此享受暢快之狀態，最終能促進學校成效，我們建議學校在制訂課程政策時，積極朝著促進教師達至「暢態」的教學效果為目標之一。幼兒教師宜不斷學習和進修，更新韻律教育的專業知識、技能和態度，享受「暢態」，達至心滿意足、悠然自得的境界。當然，從學校行政管理階層上，可再思考如何建立健康的幼稚園，這包括在人、課程、環境上和校風文化上的連繫。教育局亦可製訂課程政策，建議學校採用「創意教學模式」和提供教師課程「空間」，讓他們自由地發揮教學優勢，享受教學的歡趣，與學生分享音樂 -肢體課程的快樂！

參考書目王以仁、陳芳玲、林本喬（2005）：《教師心理衛生》第二版，台北，心理出版社。香港教育學院（1998）：《幼稚園管理：經驗分享》，香港，香港教育學院。香港健康情緒中心（2004）：《教師壓力與情緒病調查》香港，香港中文大學與港教育專業人員協會，

http://www.hmdc.med.cuhk.edu.hk/report/report19.html，瀏灠日期 24/8/2009陳龍安主編（1995）：《啟發孩子創造力》，香港，青年教育中心。高明書（1999）：《教師心理學》，北京，人民教育出版社黃樹誠、劉永慈（2008）：幼兒教育課程新改革：創新韻律教育，《教育曙光》第56卷，第一期，頁95-106。



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課程發展議會（2006）：《學前教育課程指引》，香港教育署課程發展處。Holmes, E. (2006)：關慧敏譯《教師的幸福感：關注教師的身心健康及職業發展》，北京，中國輕工業出版社。 Hallinger, P. & Cheng, Y-C. (2009). Does school leadership make a difference? 學教喜悅，第一期，頁15-18。Marotz, L.R.著，黃惠美等譯（2001）：《幼兒健康、安全與營養》，台北，心理出版社。Csikszentmihalyi, M. and Csikszentmihalyi, I. S. (Ed.). (1988). Optimal experience: psychological studies of flow in

consciousness. Cambridge University Press.Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: HarperPerennial, a division of

HarperCollins.Guilford, J. P. (1959). Three faces of intellect. American Psychologist,14, 469-479.Karasek, R., & Theorell, T. (1990). Healthy work, stress, productivity and the reconstruction of working life. Basic

Books, New York.Torrance, E. P. (1990). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service.Tsai, E., Fung, L., Chow, L. (2006). Sources and manifestations of stress in female kindergarten teachers. International

Education Journal, 7(3), 364-370.Wong, S. S. & Chu, M. (2001). An Innovative movement and music approach for preschool curriculum in Hong Kong.

A paper presented in the International Conference Rejuvenation Schools Through Partnership, 22-24 May 2001, Faculty of Education. The Chinese University of Hong Kong, Hong Kong.

Wong, Y. H. (2009). Relationships between psychosocial work environment and kindergarten teachers’ mental health in Hong Kong. Paper presented at the International Conference on Education Research (ICER) 2009, Thailand.



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幼兒飲食行為表現與照顧者飲食教養方式之關係Relationship between Children’s Eating Behavior and

Caregivers’ Parental Feeding Styles

黃有豪、林蘭欣香港教育學院幼兒教育學系

摘要本研究以個案方式（個案一及二），探究幼兒飲食行為表現與其主要照顧者飲食教養方式之關係。結果顯示照顧者採用的教養方式與子女的體型和飲食行為有相關：在限制及放任飲食教養方式下（個案一），幼兒進食時出現不專注、挑食及過重問題；相反，在開明的飲食教養方式下（個案二），幼兒表現較容易接受新食物，較屬正常體型。此結果對學前教育機構及家長作為幼兒飲食行為模範有重要的啟示。

AbstractThis study used two cases to examine the relationship between children’s body weight, eating behavior and caregivers’ parental feeding styles. Findings indicated that specific parental feeding style of a caregiver was related to a child’s body weight and eating behavior. Particularly, a restrictive-permissive parenting style was related to a child’s inattentive and picky eating behavior, and overweight problem; in contrast, a democratic parenting style was related to a child’s less picky eating behavior and normal body weight. The findings shed light on providing an appropriate eating behavioral model to children for early childhood education organizations and parents.

引言香港肥胖學童的比例由1996/97年的16.7%升至 2009/10年的 22.2%，期間急升 5.5%（衞生署，2011）。過往研究雖顯示父母飲食教養方式與子女的飲食行為及體重有顯著關係（簡介瑞，2002；Birch & Davison, 2001; Nicklas, Baranowski, Baranowski, Cullen, Rittenberry & Olvera, 2002; 鄧雅文，2008；林盈伶，2010；林薇，1998；張美文，1995；梁藝馨，2003），但所採用的方法較傾向量化研究方式，本研究將以兩位香港學前兒童作個案，透過觀察及訪談方法，較深入探究照顧者（父母）的飲食教養方式與其幼兒飲食行為表現的關係。

文獻探討幼兒飲食行為表現及飲食教養方式的定義

幼兒飲食行為表現包括其飲食行為及體型；飲食行為指幼兒在某進食時段（如午餐及晚餐）的表現；而體型是指其身高及體重的比例比較於全港兒童「身高體重圖表」（衛生署，2011）的位置；高於圖表內的常模屬肥胖，於常模內則屬正常體型。教養方式指照顧者（一般指父母）在管教養育子女時，依自己的價值觀及情感，實際表達出來的態度與行為（吳金春，1979；楊自強，1985；李蕙美，1992）；同樣地，飲食教養行為即父母個人價值觀與信念，體現於餵養或管教子女飲食行為。



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父母飲食教養方式與幼兒飲食行為的關係父母飲食教養方式與子女飲食行為和體型有顯著關係：父母對子女教養愈趨向高控制程度，子女愈容易肥胖；家長專制權威性教養與子女身體質量指數有顯著正相關；採用開明、民主關懷的教養則有利於子女的飲食及健康（Nicklas, Baranowski, Cullen, Rittenberry, & Olvera, 2002; 鄧雅文，2008；姚慧萍，2007；林盈伶，2010）。林薇（1998）指出父母對子女體型的關心，導致對子女的飲食攝取控制太多，妨礙子女自我控制飲食能力發展。

需留意的是過往的大部分研究是根據一般教養方式理論，制定出飲食教養行為量表作為量度工具（簡介瑞，2002; Birch & Davison.,2001; 李靜慧，1998; 張美文，1995），本研究則採用針對於飲食教養的「父母飲食教養行為量表」，直接量度四種飲食教養行特質（包括開明、物質獎勵、放任及限制）的程度，作為飲食教養行為的操作定義（李靜慧，1998；張美文，1995；Baughcum, Powers, Chamberlin, Deeks, Jain& Whitaker, 2001）。另外，過往研究傾向採用量化方式進行父母教養方式與兒童體重的關係，對較深入了解父母與子女用餐時的互動過程（例如：教養行為與幼兒的實際反應）則不多。為此，本研究將透過對家長與幼兒的訪談及觀察，分析照顧者的飲食教養行為方式與幼兒飲食行為及體重的關聯。

研究方法研究對象

本研究以便利樣本選取兩個案幼兒為對象：詩詩（個案一）是一名約五歲半女孩，家中有父母及一名哥哥。母親是她的主要照顧者，預備幼兒每天進食及共同進餐。父親每天七點半便外出上班，至晚上八時才下班回家，平日只能與幼兒享用晚餐。俊俊（個案二）是一名約五歲的男孩，家中有父母及一名哥哥，母親是家庭主婦，照顧幼兒起居，父母平日能在家與幼兒共用早餐及晚餐。

蒐集數據方法一、問卷問卷內容涵蓋「飲食教養」及「幼兒一般進食狀況」兩部份，由個案幼兒的母親填答。「飲食教養」量表分為開明、物質獎勵、放任及限制四個向度，而「幼兒一般進食狀況」量表包括幼兒一般進食情形、定時定量、喜愛用餐情況，量表採用五點頻率形式，以「從不」、「很少」、「偶爾」、「常常」、「總是」分別為 1分至5分。另外，部份反向題目以反向計分方式計分，以減少受試者默認反應偏差和不認真行為。

二、軼事觀察記錄、訪談（家長及幼兒）對每個個案進行四個進食時段（指連續於兩個星期指定日子，如連續兩個星期一，家庭享用午餐及晚餐時段）的軼事觀察，以顯示飲食行為表現與照顧者飲食教養方式之關係。研究者除在幼兒家內（較自然的環境下）觀察其與照顧者進餐時的互動情況，並同時向家長查閱幼兒身高及體重，以辨別幼兒體型。

研究者採用半結構性形式訪問家長，內容包括（一）食物供應性；（二）角色典範（飲食行為）；（三）節制進食行為及幼兒的反應；（四）照顧者的營養知識與態度；（五）對幼兒用餐態度的教導及期望。又採用半結構性形式訪問幼兒，讓幼兒以第一身告知研究者其飲食習慣及父母教養行為。

研究結果個案一（詩詩）的飲食行為表現及照顧者採用的飲食教養方式

詩詩身高 112cm、體重為 26kg，體型屬過重。詩詩母親較傾向表現放任及限制飲食教養行為：放任得分為 12分（滿分：20）限制得分為 14分（滿分：20）、「開明」得分為 14分（滿分：30）及「物質獎勵」得分為 7分（滿分：20）。詩詩在進食情形量表中，得分為19分（滿分：35），進食情形屬尚可，在飲食定時定量中，得分為13分（滿分：15），情況屬良好，而喜愛用餐量得分為 9分（滿分：15），情況只屬尚可，因她常常「吃東西時邊看電視邊玩耍」和「吃東西時會挑食」，用餐每次超過三十分鐘。



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面對詩詩的行為，母親較常使用控制、權威的管教，尤其管制詩詩正餐進食量及進食的行為，例如：當詩詩跟哥哥聊天、離開座位、把玩食物，她都會要求幼兒坐好，督促她進食、若不聽從指令便會責罰；詩詩表示飽時，母親仍限制幼兒吃完碗中的飯餸；硬性要求或餵她進食不喜愛吃的食物；限制食物進食次序。但有時又出現放任教養行為，幼兒可按喜好進食，如：容許詩詩在餐前吃零食、詩詩要求下給予更多喜愛吃的食物。

個案二（俊俊）的體型、飲食行為及照顧者採用的飲食教養行為

俊俊身高 101cm、體重為 16kg，體型屬正常。俊俊母親較傾向表現開明飲食教養行為：在「開明」量表中，得分 24分（滿分：30），進食情形的量表中得24分（滿分：35）。俊俊飲食定時定量方面得12分（滿分：15），喜愛用餐方面得9分（滿分：15）。

母親對俊俊的飲食教養行為表現較寬鬆民主，如：會在餐會先徵詢俊俊，才給予特定份量的食物，當幼兒表示吃飽，母親容許幼兒不用吃餘下食物，敏感地回應俊俊的說話，如食物的做法及問題。此外，媽媽知道俊俊不愛吃某種食物時，會給予較少份量，又向他解釋食物的益處，面帶微笑鼓勵幼兒嘗試。母親也有對俊俊不專心進食的行為作出控制行為，如：俊俊專注於和哥哥討論通心粉、幼兒看電視而停下進食時，母親亦會作提醒。俊俊飲食時能安坐於座位進食，雖然間中也有分心行為出現，但進食時間不會超過三十分鐘，並會在母親鼓勵或解釋後，嘗試不愛吃的食物，而且沒有表現出不愉快或挑食情況。

討論研究結果顯示照顧者採用的教養方式與子女的飲食行為表現有關係：從觀察的評量結果顯示詩詩（個案一）母親的不一致飲食教養方式（限制及放任）跟詩詩的過重體型可能有關；而俊俊（個案二）母親較一致的開明飲食教養行為亦可能與俊俊正常體型有關。結果符合過往研究結果（Spruijy-Metz, Lindquist, Birch, Fisher

& Goran, 2002; Fisher & Birch, 1999；引自林盈伶，2010）。以下從訪談及軼事記錄結果，對照顧者採用的教養方式與子女的飲食行為表現的關係提出三點解釋：

不一致的教養方式較多出現子女「情緒化」的飲食喜好

詩詩母親教養方式較不一致，而且傾向漠視詩詩行為和說話，進餐時的互動氣氛甚為緊張，一時會以斥責或打罵去限制幼兒進食時的不當行為，卻又隨即幫忙詩詩添食；當詩詩表示飽時，仍要求詩詩吃更多。詩詩較難了解母親的標準，也因母親不時對詩詩的放任管教，如容許詩詩自行進食愛吃的食物、容讓幼兒的挑食行為，增強了詩詩飲食的隨便態度及不當行為，如看電視、四處走、挑食、飯前飯後隨意飲食等，較不願聽從母親指令且作出對抗，因而拖長用餐時間。母親訪談時也多次表示詩詩的食量「情緒化」，如「睇心情有時食得多，有時食得少」，進食份量並非因肚餓感而決定。結果符合（Nicklas et al., 2002; 鄧雅文，2008；林盈伶，2010）所提及照顧者的處理態度對子女的情緒穩定性和社會適應有影響。

照顧者對子女的行為或語言的敏感性回應，能促進親子的正向互動

父母敏感地反應幼兒的表現和語言，能產生正向的親子互動。觀察中俊俊母親的開明說理的教養行為，了解俊俊不愛喝藥材湯，便減少份量鼓勵他嘗試。另外，母親也能敏感地察覺俊俊行為及語言，能即時溫和正向地回應，引導及糾正幼兒不當進食行為，鼓勵幼兒嘗試新食物。俊俊指出自己遵守媽媽的要求 —「食完飯先玩」。

父母與子女的情感互動能營造良好親子關係或氣氛，子女也較容易接納父母意見與教養方式（徐珮旂，2009）。從訪談中了解母親對俊俊的飲食有一定期望，如專心吃飯。俊俊也接納母親的建議及提醒、當母親督促他進食，他願意立即專注用餐，這配合林盈伶（2010）所認為小孩藉由父母給予外在限制和引導，隨成長學習控制，將父母的道德標準內化。



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照顧者著重子女的個別需求，能培養幼兒自我控制飲食能力

俊俊母親關注及尊重俊俊進食需要及喜好，透過考慮幼兒本身的食量，詢問他肚子餓不餓等，促進俊俊良好健康及懂得節制的飲食行為：願意嘗試不喜歡的食物、進食小食前會先詢問母親。根據研究（林薇，1998），嬰兒具有自我調節食物熱量攝取的天生本能，此與進食後產生的生理性結果（飢餓、飽足）造成的連結性制約作用導致。母親能透過關懷、開明的教養方式，令俊俊學習更多飲食上的知識，從而選擇健康食物，容許幼兒依其「內在提示」而決定進食量，因此俊俊較能在感到飽足時，停止進食；相反母親強迫詩詩在飽足時吃下剩餘的食物等控制行為，日久會削弱幼兒「內在提示」的敏感度，變得較依賴、堅持度較低，妨礙子女自我控制飲食的能力發展（林薇，1998），加上詩詩母親更放任她隨意地吃愛吃的

參考資料衛生署（2011）：《體格測量優化計劃教師手冊》，香港衛生署。瀏覽於http://school.eatsmart.gov.hk/files/pdf/

growth_chart_boy_tc.pdf。簡介瑞（2002）：《某國小學童對父母飲食教養方式的認知和同儕團體的認同與食行為之相關研究》，國立臺灣

師範大學。李靜慧（1998）：《父母飲食行為飲食教養行為與國小中高年級學童異常飲食行之關係研究》，國立台灣師範大

學家政教育研究所碩士論文。李蕙美（1992）：《父母教養方式對其子女情緒穩定及行為困擾影響之比較研究》，私立中國文化大學兒童福利

研究所碩士論文。梁藝馨（2003）：《台北地區學齡前兒童飲食行為、飲食教養行為及其相關因素之探討》，國立臺灣師範大學，

台北。林盈伶（2010）：《台中市國小中高年級學童體型意識及其影響因素之相關研究》，中山醫學大學健康管理學院

營養學研究所。林薇（1998）：《幼兒飲食行為形成及影響因素，家政教育學報》，1，頁42-58。鄧雅文（2008）：《以台中市某國小學童為對象探討體位、飲食行為、營養攝取受家長和參與課後安親與否之影

響》，中山醫學大學健康管理學院營養學研究所。吳金春（1979）：《父母教養方式與國中生自我觀念的關係》，國立台灣師範大學教育研究所碩士論文。徐珮旂（2009）：《國中生父母教養態度、友誼品質與幸福感之研究》，國立臺灣師範大學。姚慧萍（2007）：《學童肥胖之個人、家庭與學校因素之多層次分析》（未出版之碩士論文），私立中山醫學大

學，臺中市。楊自強（1985）：《國中生價值觀念與父母教養方式關係之研究》，國立台灣師大學教育研究所碩士論文。張美文（1995）：《台北市母親飲食教養行為與學前兒童體型飲食行為研究》，國立台灣師範大學家政教育研究

所碩士論文，台北。

食物，詩詩對食物攝取可能基於對某食物的喜好，導致日常吸收過多熱量而引致過重。

結論及建議本研究顯示照顧者不同的教養方式，對子女的飲食行為表現有不同影響：開明民主的照顧者較有一致的飲食教養方式及能辨識幼兒的飲食需要，幼兒體型較正常，相反，照顧者採用限制的飲食教養方式時，其子女較傾向出現過度飲食。我們建議幼兒教育工作者需關注家長飲食教養方式與幼兒體型及飲食行為的關係，可通過向照顧者提供工作坊及講座，提高照顧者的健康飲食知識，培養照顧者良好飲食教養方式。另外，本研究採用個案方式探討飲食教養方式與子女飲食行為表現之關係，結果的代表性不大，建議進一步運用量化研究，核實本研究結果。



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Baughcum, E., Powers, W., Johnson, B., Chamberlin, A., Deeks, M., Jain, A. & Whitaker, R. C. (2001). Maternal feeding practices and beliefs and their relationships to overweight in early childhood. Journal of Developmental and Behavioral Pediatrics, 22(6), 391-408.

Birch, L. & Davison, K. (2001). Family environmental factors influencing the developing behavioral controls of food intake and childhood overweight. Pediatric Clinical of North America, 48(4), 893-907.

Fisher, J. & Birch, L. (1999). Restricting access to foods and children's eating. Appetite 32(3), 405-419.Nicklas, A., Baranowski, T., Cullen, K., Rittenberry, L. & Olvera, N. (2002). Family & child-care provider influences

on preschool children’s fruit, juice, and vegetable consumption. Nutrition Reviews, 59(7), 224-235. Spruijt-Metz, D., Lindquist, H., Birch, L., Fisher, J. & Goran, M. (2002). Relation between mothers' child-feeding

practices and children's adiposity. American Journal of Clinical Nutrition, 75, 581-586.



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Suffering of mankind There is a law that is inevitable, mysterious, universal, and inexplicable to science. It is the law of suffering. (Arminjon, C, 1881, Conroy & McEnerny trans., 2008)

Biblical Reference to the law of suffering

This law, promulgated on the day when sin entered the world, is set out in that “All that has life”, the apostle Paul says, “is condemned to weep and groan” (Arminjon, C, 1881, Conroy & McEnerny trans., 2008).

The most frequent response to the problem of

suffering in the Bible is found in wisdom literature: those who are evil will be punished with suffering while those who are good will be protected from suffering by the Lord. The evil, however, were sure to face misery. If one wanted to avoid these things, then one should follow the Lord’s ways (Winkler, J, 2000, cited in Lau, G. 2011).

Why do the good suffer? The aforesaid formula, that the good would prosper in this life while the evil would suffer, is simple and logical. However, it just does not seem to be what actually happens. All too often, those who are evil never seem to lose (Winkler, J, 2000, cited in Lau, G., 2011).

Is Suffering Worthwhile? Rethinking the Meaning of Job’s Sufferings from the Philosophical and Christian Religious

Faith Perspective受苦豈是有益？從哲學及基督宗教信仰的觀點再思考

約伯受苦的意義

LAU GraceDepartment of Early Childhood Education


AbstractThis paper attempts to discuss the cause of the suffering of the good man, Job in the Christian religious faith from a Philosophical perspective and to argue for his case by using the human faculty of reasoning. But since Job is also a Biblical figure in the Old Testament, some specific references would be made from the standpoint of theology in the Christian faith tradition. In the final section of the paper, some reference points are cited by the author accordingly, which relate to the issue of why children suffer for the reader to further meditate. Implications for educational issues underpinned by the two streams of philosophical thoughts are drawn forth.

摘要本論文嘗試透過人的思考模式從哲學的角度探討基督宗教裏的聖經義人約伯受苦的因由。但約伯既然是舊約聖經中的人物，論文亦會從基督宗教的信仰立場作論述約伯時的參考。文章的最後部份會順情論及幼童為何亦會無故受苦的題案，筆者會引入事例提供讀者作進一步的思索。繼而撰寫的是兩種源自不同哲學根源所引伸及的教育問題。



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The success of good and the suffering of the wicked is again called into question in the Book of the Prophet Habakkuk. Therefore, it is not surprising that the prophet would have questioned the standard wisdom teaching on suffering (Ibid., 2000, 2011).

The prophet then passes on to a political theme. The great Assyrian empire had recently been defeated by the overwhelming power of the Babylonians, Habakkuk has no problem with that for he interpreted it as God using one pagan empire to punish another one (Ibid, 2010, 2011).

The event that seems to have pushed the thinkers of Israel over the edge was the exile in Babylon. This was such a horrific event for the nation that it makes them question their deepest beliefs. This was the situation that caused a great period of questioning, “What, then, is the purpose of suffering?” The book of Job was a response to this question and crises. (Ibid.2010, 2011).

The case of Job’s sufferingAccording to Gavigan, J. et al. Eds. (2003); Arminjon, C, (1881), Conroy & McEnerny trans., (2008), cited in Lau, G., (2011), Job was a man in the land of Uz, who was a blameless and upright man, one who feared God and turned away from evil. In this moving story of Job, it reveals to us the profound economy of suffering. Job had flocks and countless sheep; and these flocks were decimated by epidemics and plagues. Job had magnificent, sumptuous houses; and these houses were consumed by fire from heaven. He had children who were his pride and joy, united to one another by the most tender affection; and one day, while they were seated at a fraternal repast, they lost their lives, pitifully crushed beneath falling ruins. He had friends; and these, instead of comforting him, considered that he had been struck by the hand of heaven for some mysterious and unknown crime. He had a wife; and his wife, filled with disgust and horror, shunned the infection of his sores. Finally, he had a God, to whom he offered sacrifice seven times a day; and God withdrew from him the dew of heavenly consolation and seemed to have utterly abandoned him.

Why then did all these misfortunes happen to Job? What is the rationale for the suffering of good man like Job?

Rationale for the suffering of good men According to Arminjon (1881), the prince of philosophers, Plato was said to set himself this daunting problem: “if the Divinity ever designed to descend upon earth, under what image would it be fitting for Him to appear?”

Plato imagined a man who was master of his affections, whose least thoughts were irreproachable, he was pleased to picture him as being a stranger to all strife, responding to the cruelest treatment with the gentleness of goodness, calm and serene amidst the outburst of insults and fury of a riotous multitude, where the incomprehensibility of virtue would have been mounted. Plato considered that, if mankind ever succeeded in producing a figure, it would have achieved its highest endeavour. Plato exclaimed, “If the Divinity were ever to deign to become visible to men, there would be only one image worthy of it: that of the just man suffering.” (Arminjon, C, ibid., Conroy & McEnerny trans, 2008, cited in Lau, G. 2011)

But is Job a just man in the first place?

The fact that Job demands for an explanation from God for his suffering

reveals the root of his suffering Traditional Christian teachings say that, “Man cannot understand God’s way of acting.” Therefore, it is impossible to debate with God (v19) 1, just as it is impossible for man to make demands on God: he cannot force God to listen to him (cf: 9:162) or to be credited for his good deeds (v.213) or even before God treat him with special favour (cf. 9:14-154). Man is a created being and therefore he must bow to and accept God’s designs, even though often he cannot understand them; otherwise he runs the risk of interpreting what befalls him as being inconsistent with belief in a good God (vv. 23-245). Notice what God said in answer to Job’s demand for an explanation. God made no attempt



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to defend Himself. He simply said that He could do what He wants. (Richmond, R.L. 1997, cited in Lau, G., 2011, Richmond, R.L. 2012)

Again in passage 10:4-76, Job asks a number of rhetorical questions which vigorously assert what they seem to query, he is asking God to treat him as God should, not as men might. The essential difference between God and men comes across clearly in the Bible (cf. Hos 11:9, Ps 50:21): even though in here we understand that Job insists on the fact that God is not like man; God’s judgment cannot be like man’s and doubt his friends interpretation of God’s actions and retribution in human terms (The Narvarre Bible, 2003, p.55), in my mind, Job is still not self- justifiable by posting these questions which seems to me as his gesture of persuading himself on something which he does not seem to believe, that is, to admit the sovereignty of God over men.

Job has again and again pleaded his case and seeks a favourable verdict in 31:1-40. 7 This long speech begins with an introduction in which Job calls on God to make his justice plain for all to see.

Here, the author of Catholic Psychology, Dr. Richmond argues that, “the using of human capacity of reasoning and critical thinking for justification of some ego means will only make us the dupe of our unconscious and leads us to lie to ourselves emotionally. All the while we are praising ourselves for being intelligent, smart and capable of doing morally good deeds by our own abilities, we have a tempest of non-virtuous behaviors pouring from our heart, like the fallen angels: protesting God’s will” (Richmond, R.L. 1997, cited in Lau, G., 2011, Richmond, R.L. 2012)

Job aggregates his wrongs by blaming God for causing his suffering

In my rational analysis, what is wrong about Job when he suffers is precisely due to his arrogance of exploring his rational thinking to argue with God and his three friends in his attempt to defend himself. In a way, he is not trusting God and is even doing an act of rebellion out of self-love, which is the very sin that befell the original parents

of mankind, Adam and Eve. This sin is grave as it is also like the case of the fallen archangel and his followers who rebel God out of pride. The root of this sin spells mainly from a lack of love for God by not trusting Him as all perfect, all knowing and good (Lau, G., 2011).

Job says, “I tell you that God has wronged me and enveloped me in his net.” ”When, Eliphaz of Teman, one of his sage friends says that “Your very fault incites you to speak like this, hence you adopt this language of cunning. Your own mouth condemns you, and not I. Your own lips bear witness against you” (Job, 15: 15, The Narvarre Bible, 2003).

I would argue that Eliphaz of Teman is speaking the truth.

Admission of guilt leads to reconciliation with God

With God’s grace and patience to Job, Job was eventually aware that it is wrong for him to distress and query God’s judgment. Admission of guilt on the effort of Job leads to his reconciliation with God. The defeat of Satan’s self-righteous wager by Job’s obedience (by exercising his own will to obey God and not himself) was the perfect foreshadowing of Christ’s perfect obedience in His Passion and His final victory over sin and death and all the sufferings they cause. (Richmond, R.L. 1997, cited in Lau, G., 2011, Richmond, R.L. 2012)

I agree with a Catholic writer in saying that, in the first place, Job is not a righteous man as he himself has thought of himself. In my mind, Job is over-confident in trusting himself to decide what is considered as good and bad, as well as right and wrong. The self-indulgence of Job makes him think that he is capable of doing good without God at the extent of using his human capacity of reasoning in a negative and wrong direction to query God’s Will for him. Moreover, Job’s complaint on his suffering suggests his negative attitude on acceptance of sufferings sent by God.

Following on this line of thought, I believe in Job’s case, the point to which God was driving Job



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was to recognize his fault of pride, while leaving room for Job to repent and reconciliate with God for his wrongs. God keeps doing it again and yet again for human beings to snatch souls back from the abyss and to make the light of the living [still shine] (Jerusalem Bible).

Through the suffering, Job is eventually ‘enlightened’ by God’s mercy into accepting his own fault and thus willing to seek a righteousness outside himself——this is a forshadowing of justification and redemption in Christ (Lau, G., 2011).

God’s Will beyond Human’s comprehension and experience

When Job submits to God’s Will in total obedience. He therein discovers love, because an essential aspect of love is obedience. Christ told His Apostles that, if they loved Him, they would keep His commandments (John 14:15)

Love for God and love for man emerges in the process of suffering. Suffering, however, cannot end in love unless it begins as a deliberate decision of free will of man (Richmond, R.L. 1997, cited in Lau, G., 2011, Richmond, R.L. 2012)

Using the notion of ‘Spiritual Misery’ to explain suffering in Job’s case

To further justify that Job is suffering for his sin of pride (though in a subtle way) as he insists that he is an innocent good man and suffers his pain for no rational reason, in here, I would employ the notion of “Spiritual Misery” to manifest Job’s case. As sin is the worst and most tragic kind of misery and mishap on earth, ‘Spiritual Misery’ embraces every deliberate sin, both venial and grievous (Pyzalski, L., 1947, cited in Lau, G., 2011).

“Spiritual Misery” is a result of Original Sin and of subsequent personal sins. How, then, can it be called Will of God? Indeed, our present state, our proneness to evil, our countless spiritual shortcomings resulting from sin, were not intended by God from eternity. But following God’s

pervision of man’s sin, God has decided from eternity that the fall of mankind should entail all those consequences which, as a whole, are called our “Spiritual Misery”. In other words, there is an immutable law established by God, that sin results in moral weakness, imperfections, revolt of human passions and similar defects of nature (ibid.,1947, Lau, G., 2011).

Our moral weaknesses, just like Job are thus a result not only of Original Sin but of our personal faults. The more a soul indulges in sin, the more the general depravity increases and deepens, so as to make the spiritual misery worse. Hence, sinners who deliberately adhere to sinful habits are in a great degree responsible for the weakness of their will at the time of temptations. If argued in this way, Job’s suffering in moral misery could be a result of his own faults and negligence in the service of God (Pyzalski, L., 1947, cited in Lau, G., 2011).

Perceiving Job’s spiritual advancement in this way could be the reason why Elihu in the role of somehow like the spiritual director on earth as to guide Job.

Elihu, a wise man, who is the son of Barachel the Buzite, came into the scene when the three men ceased to answer Job, because he was righteous in his own eyes. Elihu was angry at Job because he justified himself rather than God; he was angry also at Job’s three friends because they had found no answer, although they had declared Job to be in the wrong. Elihu is compelled to speak due to his zeal and piety.

Job has argued that God has treated him unjustly, and Elihu accuses Job of claiming that innocence does not profit a man.

In the case of Job, he is obliged to ignore all doubts and temptations against obedience since it is a positive rule of our holy Faith that every Christian may and must rely upon the directions of his spiritual guides on matters of conscience (Pyzalski, L., 1947, cited in Lau, G., 2011).



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Contrast of Christ’s reaction to those of Job’s to God’s Will on the matter of

suffering Jesus, who is sinless, has totally submitted His Will to the holy Will of His Father. Does that incident provide us a way to employ our human faculty of reason? Jesus, as a man with a human body, would also experience the sufferings as does the rest of mankind. He,too, could reason and think in the human way at times of sufferings. Yet Jesus has set a superb example for His followers to follow as to put aside our needs and submit our will to the holy Will of God in order that God could carry out His holy Will on us (Lau. G., 2011).

In Christ on the cross, we comprehend perfect obedience to God’s deepest motives. On the cross, even innocent suffering glorifies God, for it leads us to persevere in obedience despite all the opposition the world can inflict on us (Richmond, R.L. 1997, 2012, Lau, G., 2011). Ironically, we could achieve happiness by suffering through the carrying of cross which God has specially designed for our salvation.

Using the notion of ‘Spiritual Sufferings’ to explain suffering by individual along

the road of Calgary One way to carry our own cross and follow Christ’s footstep to Calgary is through what we called the moral sufferings8 --by being one of the ‘victim’ souls, by sharing the redemption price with that of our Lord, just like Simon from Cyrene who is seized to shoulder the cross and carry it behind Jesus for a while along the road to Calgary. Notice that Simon is being picked up by the soldiers to carry the cross of Christ in a less than willing way. In the like manner, we are all sinners like Simon, who will be at fault. Just like Simon, the sinner can, at any time, provide with a meaning for his/her suffering when he has wholeheartedly adhered to the Will of God (Lau, G., 2011).

The epilogue in the book of Job displays the mercy of God who, as supreme judge, desires that all should be saved; Job, in his case, has found salvation through suffering. Job, his three friends as

well as Elihu, must turn to the Lord; and that is the only way to discover the truth. So, God does not conform to the way human beings see things; they, rather, must respect what He does and conform to His wishes (His Holy Will) (The Narvarre Bible, 2003, cited in Lau, G., 2011).

Counter arguments by the Atheist on the question of suffering and on the meaning of Will as a physical force

In the book of Job, we are made aware that God has radically changed the whole approach to the problem of suffering of the innocent. Many thinkers have nevertheless adopted the same kind of position as Job did. Sometimes God is condemned. Because his treatment of the innocent seems unjustified, it is not uncommon to hear those former Christian who turned atheists say that “God is unethical” when they cited examples that inequity and poverty still exist in this modern world. As a result, they would prefer to become humanists who would do good to the needy by their own abilities instead of pleading on the seemingly unhearing God for His mercy (Lau, G., 2011).

Schopenhauer was an atheist and he regarded the idea of a personal God as conceptually muddled, because nearly all our conceptions about the nature of personality are derived from human beings, and perhaps the higher animals, so that the notion of a personal God is little more than anthropomorphism (Magee, B., 2001, cited in Lau, G., 2011). For Schopenhauer, the vast scale and the phenomenal energy of the universe has no connection with the mind or consciousness—it is an utterly impersonal force, without any purposes or goals. But since the diction “force” has special associations with science, and science can only apply within the world of phenomena, he decided to call it a “will” on the ground that the nearest we can ever come to having direct experience of one of its manifestations is our own acts of will, in which we experience from within the otherwise inexplicable go, drive, force, energy, instantiated in physical movements. (Magee, B., 2001, cited in Lau, G., 2011).



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Nevertheless, the use of the term “will” has led to much misunderstanding, because people find it difficult to think of a will that has no personality, no kind of mind or intelligence, and no aims or goals: but this is what Schopenhauer says quite clearly that he means. Schopenhauer thinks that his concept of ‘force’ operating in a space-time framework, as fitting in perfectly with his philosophy and has even based on this to form the basis of morality. In the ultimate ground of our being, according to Schopenhauer, the noumenal, we are the one and undifferentiated. This explains compassion, the ability of human beings to identify with one another, sharing one another’s sufferings and joys [are compassion]. However, this compassion is not what Kant believed as rationality, which is the foundation of ethics (Magee, B, 2001, cited in Lau, G., 2011).

Following on Schopenhauer’s notion of an impersonal will, God is either being driven out of the picture or is scorned by human’s sufferings. It is no surprising to understand then why Schopenhauer is a pessimist who deny the existence of the personal God and thereby being driven to the abyss of nowhere and desperation. Even though Schopenhauer too is a wise man as did the Biblical figure of Job or Elihu, who have the capacity of reasoning so as to exercise his free will into choosing God or himself. Schopenhauer has chosen himself instead out of self love and indulgence when he derived his theory on physical force which would explain the existence of human beings in terms of science rather than as a handmade of God (Lau, G., 2011).

Having said that, Schopenhauer is a great thinker and a legendary philosopher. His phi losophical thought has indeed exer ted tremendous influence on people who were themselves famous, in most cases outside philosophy. The composer Richard Wagner said that he wrote what many regard as his greatest opera partly in response in his reading of Schopenhauer. Other than that in the realm of music, Schopenhauer has exerted his influence in the realm of creative writers such as Chekhov, Bernard Shaw and T. S. Elliot. And of course the

influence was felt by philosophers too. Nietzsche, the outstanding philosopher of the 19th century after Schopenhauer’s death, said that it was the reading of Schopenhauer that had turned him into a philosopher (Magee, B. 1998, 2001, cited in Lau, G., 2011).

Two different views on interpreting the suffering of Job

Having discussed so far, one would agree that philosophy does have a place in affecting how people think and in deriving their choice for their way of life. In this end, Philosophical significance must relate to universal human concerns and interests, and it must be such as to be available to anyone prepared to think (O’ Hear, 2001, cited in Lau, G., 2011). It is good then through the enlightenment of different philosophical thoughts that man is given a chance to weave and re-weave his understanding so as to ascertain his onward direction in this life and in the next.

Last but not least, when returning to the two questions posted earlier in this paper on why did all these misfortunes happen to Job? What is the rationale for the suffering of good man like Job? One could perceive the ‘question’ from at least two different perspectives. One from the Christian philosophical view point while the other from the atheist’s philosophical view point, like , Schopenhauer discussed earlier. However, if the question goes further on why even the children suffer, there is no easy answer for the cause. For example, an ongoing philosophical debate on the question on “If God is good and why did He allow young children suffer even with a good cause like Job?”

To this question, Young (2002) might have a say by explaining that “God is not trying to teach us anything, punish us for anything, test us on anything, or strengthen us for any reason, but that does not mean they are valid. These concepts do not represent the true nature of who we really are. The salient question becomes "Why would God create anything that needed to be punished, tested, or strengthened? If God is the embodiment of perfection and we are the embodiment of God, are



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we not already strong and pure and good?" So, why do the children suffer? (Lau, G., 2011).

Young (ibid., 2003, cited in Lau, G., 2011) reminds us that “just because children come in brand new, tiny little bodies does not mean that they are not fully realized spiritual beings subject to the same universal laws as adult human beings.”

Similar to the adult, young children suffer could be for the cause of having a

Testament and a Penance Following on what has been discussed so far, it can be established that when an adult Christian suffers, it doesn’t matter whether the suffering for the young child is the consequence of sin or not. Let it be a testament to God’s glory and a penance for all the sins that nailed Christ to the cross. Christ endured all suffering for our redemption, so, as we bear our suffering gracefully, we share the burden of the cross with Christ. It is believed that all suffering end in love. That is precisely how the Book of Job ends (Lau, G., 2011).

Suffering, however, cannot end in love unless it begins as a deliberate decision

of free will The example illustrated below is quoted from a well-recognised Catholic Marian case in Portugal. It has official endorsement from the Vatican document for authenticity. The case is quoted since this is one of the situations that could illustrate the point under this sub-heading. 1917, in a village of Portugal, Fatima by name, the holy mother of Jesus Christ was believed to appear to three young shepherd children, Lucia (aged 10), Francisco(aged 9 ) and Jacinta (aged 7). In the apparitions, the lady has impressed upon the three children the need to pray constantly for sinners (Spilsbury, P. , 2012, cited in Lau, G., 2011).

It was out of love that the three children exercise their freewill to suffer for the poor souls. To the believers, the true story of the three shepherds did provide evidence of their willingless to offer spiritual gain for the poor souls out of love through their own sufferings. In this way, the poor

children who suffer do have a spiritual cause for that. And it is out of love for mankind that they have exercised their free will to follow the footsteps of Jesus Christ to suffer.

Apart from the Fatima’s case, parents of young children did write how God used their son’s illness to point to them all in new directions. The case was reported by Baker, J.K. (2003) in an article written in a Catholic magazine, “The Word among us”. It is said that because of the sufferings of their son, the whole family has been made acutely aware of people who suffer. Members of the family have been led into ministries they would never have chosen and into places they did not plan to go. In this way, Baker (ibid.2003) admitted that God has used them to do his work, and he used her suffering son to show them the way. To some philosophers, like Nietzsche and the pragmatists Dewey perhaps, the above claim seems to be ridiculous as these beliefs have no stance for values to the progress of human life (Lau, G., 2011).

Implications to educational issues underpinned by the two streams of

philosophical thoughts The significance of the two streams of philosophical thoughts, precisely speaking, belongs to two different belief systems. According to Pajares (1992), belief is based on evaluation and judgment whereas knowledge is based on objective fact. Beliefs are formed early and tend to self-perpetuate preserving even against contradictions caused by reason, time, schooling, or experience (Wilson, 1990). Research findings suggested that the more central a belief, the more it will resist change. Rokeach (1968) wrote, “a belief structure is likened to that of an atom, its nucleus holding together the various particles in a stable system. Some beliefs form the nucleus of the system in this central-peripheral dimension, and these central beliefs are more important and resistant to change”. Henceforth, education is not neutral as “Education is always the expression of the beliefs about life and living that are held by those who determine the educational process.” (Edlin, R.J. 1999).

Along this line of thoughts, it is not difficult The Hong Kong Institute of Education Library


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to understand why organizations with different belief systems would lead to two entirely different educational approaches in the world they serve.

To take but an example to illustrate one kind of the system, Nietzsche’s educational philosophy held that the purposes of education were the same as those of society, as such, if society decides that there is no appreciable value to anything, education, in the sense of development and progress, becomes equally meaningless. Against this Nietzsche emphasized the importance of the formation of authentic individuals through, on the one hand, self-reflection and the critical analysis of one’s ‘true educators’ (Apple, M.W. & Teitelbaum, K., 2001).

To the pragmatist and well-known educator, Dewey, genuine democracy did not refer simply to governmental agencies and Rituals (with religious connotation). Dewey, with his underpinned pragmatist philosophical thoughts believed that every idea, value and social institution originated in the practical circumstances of human life. Dewey conceived of the philosopher’s role as engaging intimately with social criticism rather than participating in abstract exercises if contemplation that remained aloof from practical morality (Ibid., 2011).

Now then, by taking the obviously two different interpretations of the cause of suffering of the just man, Job or the innocent young children, the author hopes that the reader would relate the difficulties of implementing the pragmatic curriculum for some of the religious schools in Hong Kong, who have opted for and permeated the contemplative religious practices into their curriculum. The understanding of the underlying philosophical thoughts might help the educators to perceive the gap between theories and practices with a new insight and has thereby laying the ground for further research work.

The most obvious example to demonstrate the situation is by referencing to the “authentic” play-based curriculum advocated in the early year classroom in Hong Kong. Although government reports and curriculum guidelines have placed

child-centred, play-based pedagogy at the heart of ECE quality since 1982, quality assurance reports indicate that a gap exists between policy and practice, with many pre-primary schools persisting in teacher-directed approaches and academically oriented practices (Cheng, D. P. W., Ho, F. K., Lau, G., Benson, P., 2008). An attempt to explain the situation is that in the ‘authentic’ play-based curriculum, ‘the child’ according to Dewey’s writing in 1915, ‘becomes the sun about which the appliances of education revolve; he is the center about which they are organized.’(Edlin, R.J. 1999). In association with the ‘authentic’ play, traces of rote-learning should find no ground there for “rote memorization of anything is discouraged, for to do so would implicitly acknowledge that a body of information is authoritarian enough to warrant committing it to memory.” (Edmondson III, H.T. 2006). And most of all, it hampers the ‘joy’ of learning when children have no incentive for engagement, and could even turn into ‘suffering’ when ‘play’ is directed by the teacher for expecting some pre-scheduled learning results of the students. The so called ‘play’ is therefore not the genuine ‘authentic’ play in the pragmatists’ ideology category. It is a kind of ‘immitative play’ (Edmondson III, H.T.,2006) in a curriculum which aimed at ‘inducting the young into the beliefs of a given religion or of a political ideology. The goal is to shape the views of the young so that they match with those of the prevailing orthodoxy’. In here, Morris & Adamson (2010) continue to lament that, “Orthodoxies, by definition, believe in fixed answers to relevant questions and the task of schools is to ensure that [children] know those answers”. In order to ensure the transmission of a fixed kind of knowledge (religious knowledge), teacher, out of love for the children, has to use didactic teaching method even when facilitating children’s play. When play is conducted in this way that children have lost their autonomy, the activity will turn into a ‘game’ for educational value. This kind of ‘game’ apart from not being supportive of Dewey’s aspirations for social change (Edmondson III, H.T., 2006), it hampers the joy of children’s learning and might even lead to ‘suffering’ of the children (Lau, G., 2005).



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However, when the aforesaid teacher-directed ‘game’ is to apply in the religious- oriented kindergarten; it could be regarded as good pedagogic practices. The rule-bound ‘game’ has not only served its educative purpose of transmitting knowledge and providing moral training to the young children, it could provide some momentous joyful episodes amidst of the tight learning schedules in the classroom. To the pragmatists and those who do not understand the religious ideology underpinning this particular system, the curriculum is ‘not humane’ as it will ‘bring’ suffering to the very young children. On the other hand, those teachers who opt for this system will understand that it is for the good of the young children that they need to do it in this way, as a token of love for the children. Even if there is ‘suffering’ initially for the children at their tender age while learning, the ‘suffering’ will not last long as the child grows in age. This is, in particular, the case when suffering has turned into joy when fruitful result of learning is gained. The situation is like the case of Job discussed earlier in this paper. If the young child concerned is willing to abide to the adult’s teaching out of respect and love, his ‘suffering’ will become a merit.

Research findings have suggested that those faith schools with religious belief as orientation, like the Christian schools, Buddhist schools, Islamic schools, Taoist schools and Confucius schools, commonly share this understanding (Lau, G., 2009, 2010), so as in the case of Job. In face of the changing needs of society, faith schools have to confront many challenges when educating the young (Vatican Document). This is particularly the case when faith schools are asked to adopt a curriculum which runs contrary to their established belief systems. In order not to jeopardize their faith, there is a possibility that faith schools will respond to what Marilyn McCord Adams once suggested, “Where the internal coherence of a system of religious beliefs is at stake, successful arguments for its inconsistency must draw on premises (explicitly or implicitly) internal to that system or obviously acceptable to its adherents; likewise for successful rebuttals or explanations of consistency (1990)”. By taking the advice, faith schools may attempt to go through some internal adjustments but should not undergo a transformational change that would uproot their own belief systems. After all, the freedom to uphold or withdrawn one’s established belief is an ethical issue and is worth further research work to be carried out.

ReferencesAdams, M.M. (1990). “Horrendous Evils and the Goodness of God,” The Problem of Evil, ed. Marilyn McCord

Adams and Robert Merrihew Adams. Oxford, Oxford University Press. Retrieved on 16 December, 2012 from http://www.apologeticspress.org/apcontent.aspx?category=12&article=127

Apple, M. W. & Teitelbaum, K.(2001). John Dewey in Palmer, J. A. (eds), Fifty Major Thinkers on Education, From Confucius to Dewey, pp.177- 187.

Arminjon, C. (2008). The End of the Present World and the Mysteries of the Future Life. Trans. Conroy, S & McEnerny, P. Manchester : Sophia Institute Press.

Baker, J.K. (2003). Finding the “Key” to Greg. How God used our son’s illness to point us all in new directions. The Word Among Us, Vol. 22, No. 8.

Cheng, D., Fung, K.H.; Lau, G., Benson, P. (2008). The Implementation of Play-Based Padagogy: Hong Kong and International Perspectives”, First Research report submitted to Research Grants Council in August 2008.

Edlin, R.J. (1999). The cause of Christian Education. N.S.W.: National Institute for Christian Education.Lau, G., (2011). Rethinking the meaning of Job’s sufferings from the Philosophical Perspective and the Christian

Religious Faith Perspective. Unpublished Master of Art paper submitted to the Chinese University of Hong Kong.

Lau, G. (2010). Research on children’s concepts of god and spirituality and its implications on educational inequality in early childhood educational reform in Hong Kong. International Journal of Educational Reform, 19(4), 224-246. Fall, 2010 (August, September 2010)



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Lau, G. (2009). ‘The Promises and Challenges of Implementing Humanistic Pedagogy in the Curriculum of Hong Kong Kindergartens”. International Journal of Educational Reform, Vol. 18, Number 3, Summer 2009, p.250-267.

Lau, G. (2005) Teachers’ Understanding of Children’s Play in the Early Childhood Curriculum. Unpublished Doctoral thesis : University of East Anglia.

Magee, B. (1998,2001). The Story of Philosophy. London: Dorling Kindersley.O’ Hear, A. (2001). Philosophy in the New Century. London: Continuum.Pajares, M. Frank (1992). ‘Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct’. Review of

Educational Research, 62(3),pp. 307-332.Pyzalski, L. (1947). The Holy Will Of God: Source of Peace and Happiness. Illinois: Tan Books and Publishers.Richmond, R.L. (1997, 2012). Psychological Healing in the Roman Catholic Mystic Tradition, The Catholic

Psychology. Retrieved 20 April, 2012, from http://www.chastitysf.com/q_job.htm Spilsbury, P. (2012). Three Little Shepherds in The Messenger of Saint Anthony, International Edition, pp. 12-13.The Navarre Bible (2003).Wisdom Books: Job, Proverbs, Ecclesiastes, Wisdom, Sirach, Gavigan, J. McCarthy, B;

McGovern, T. Eds., Cornwall: Four Courts Press: The New Jerusalem Bible (1985): Job. London, Darton, Longman & Todd.Vatican Document, Congregation for Catholic Education (of Seminaries and Educational Institutions): Educating

Together in Catholic Schools. Retrieved on 2 December 2012, from http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/rc_con_ccatheduc_doc_20070908_educare-insieme_en.html

Winkler, J. (2000). Why do the good suffer? In The Messenger of Saint Anthony, p. 8-9, July/August 2000. Wilson, S.M. (1990). The secret garden of teacher education. Phi Delta Kappan, 72, 204-209.Young, J. (2002). If God is so good, why do children suffer? Retrieved on 24 August, 2012 from http://www.

innerchangemag.com/bookrev-ifgodissogood.htm

End noteEndnote1 19 : If it is a contest of strength, behold him! If it is a matter of justice, who can summon him.

Endnote2 16: If I summoned him and he answered me, I would not believe that he was listening to my voice.

Endnote3 21: I am blameless; I regard not myself; I loathe my life.

Endnote4 14-15: How then can I answer Him, choosing any words with him? Though I am innocent, I cannot answer him; I must appeal for mercy to my accuser.

Endnote5 23-24: When disaster brings sudden death, he mocks at the calamity of the innocent. The earth is given into the

hand of the wicked; he covers the faces of its judges—if it is not he, who then is it?



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Endnote6 4. Has thou eyes of flesh? Dost thou see as man sees?5. Are thy days as the days of man, or thy years as man’s years,6. that thou dost seek out my iniquity and search for my sin,7. although thou knowest that I am not guilty, and there is none to deliver out of thy hand?

Endnote7 1. I have made a covenant with my eyes; How then could I look upon a virgin?

2. What would be my portion from God above, And my heritage from the Almighty on high?

3. Does not calamity befall the unrighteous, And disaster the workers of iniquity?

4. Does not he sees my ways, And number all my steps?

5. If I have walked with falsehood, And my foot has hastened to deceit;

6. Let me be weighed in a just balance, And let God know my integrity!

7. If my step has turned aside from the way, And my heart has gone after my eyes, And if any spot has cleaved to my hands;

8. then let me sow, and another eat; and let what grows for me be rooted out.

9. If my heart has been enticed to a woman, And I have lain in wait at my neighbour’s door;

10. then let my wife grind for another, and let others bow down upon her.

11. For that would be an iniquity to be punished by the judges;



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12. for that would be a fire which consumes unto Abaddon, and it would burn to the root all my increase.

13. If I have rejected the cause of my manservant or my maidservant, When they brought a complaint against me;

14. what then shall I do when God rises up? When he makes inquiry, what shall I answer him?

15. Did not he who made me in the womb make him? And did not one fashion us in the womb?

16. If I have withheld anything that the poor desire, or have caused the eyes of the widow to fail,

17. or have eaten my morsel alone, and the fatherless has not eaten of it.

18. (for from his youth I reared him as a father, and from his mother’s womb I guided him?)

19. if I have seen any one perish for lack of clothing, or a poor man without covering.

20. if his loins gave not blessed me, and if he was not warmed with the fleece of my sheep;

21. if I have raised my hand against the fatherless, because I saw help in the gate;

22. then let my shoulder blade fall from my shoulder, and let my arm be broken from its socket.

23. For I was in terror of calamity from God, and I could not have faced his majesty.

24. If I have made gold my trust, Or called fine gold my confidence;

25. If I have rejoiced because my wealth was great, Or because my hand had gotten much;



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26. If I have looked at the sun when it shone, Or the moon moving in splendour,

27. and my heart has been secretly enticed, and my mouth has kissed my hand;

28. this also would be iniquity to be punished by the judges, for I should have been false to God above.

29. If I have rejoiced at the ruin of him that hated me, Or exulted when evil overtook him

30. (I have not let my mouth sin by asking for his life with a curse);

31. if the men of my tent have not said, “Who is there that has not been filled with his meat?”

32. (the sojourner has not lodged in the street; I have opened my doors to the wayfarer);

33. if I have concealed my transgressions from men, by hiding my iniquity in my bosom,

34. because I stood in great fear of the multitude, and the contempt of families terrified me, so that I kept silence, and did not go out of doors---

35. Oh, that I had one to hear me! (Here is my signature! Let the Almighty answer me!) Oh, that I had the indictment written by my adversary!

36. Surely I would carry it on my shoulder; I would bind it on me as a crown;

37. I would give him an account of all my steps; Like a prince I would approach him. 38. If my land has cried out against me, and its furrows have wept together;

39. if I have eaten its yield without payment, and caused the death of its owners;



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40. let thorns grow instead of wheat, and foul weeds instead of barley.

Endnote8 Moral sufferings

The sinner himself is at fault when God permits remorse to torture him. [For the sinners, it is she/he] is responsible for her dissatisfactory state of mind. She/He can at any time rid herself of her suffering by wholehearted adherence to the Will of God.

These persons of good will may confidently expect a generous reward from God infinitely good and merciful, because of their perseverance on the rugged way to perfection…. They certainly are entitled to regard their aridities and other spiritual trials as the Divine Will, at least in a restricted sense. In fine, among the souls sincerely abandoned to God, a certain number belong to the privileged class of suffers who have no reason at all to doubt that their moral afflictions come from God, to prompt their sanctification, to enhance their resemblance to Jesus Crucified and to augment their merits for Heaven…. They are tending toward heroism upon the way of perfection. They consistently follow the outline traced for them by the representatives of God, by superiors and spiritual directors, and so avoid all possible self-deception originating in self-love. (Pyzalski, Leo, 1947, p.70-71 THE HOLY WILL OF GOD)Example, for nine long years, from her entering Carmel until her last breath, Therese was wandering through a dark tunnel of aridity and apparent abandonment by God. Yes, her whole life was an uninterrupted act of seraphic love toward God, but it meant suffering, crucified love, like that of Jesuswhen He prayed upon the Cross: My God , why hast Thou forsaken Me?

Not only great Saints but often quite simple souls are called thus to follow in the footsteps of Jesus carrying His Cross to Calvary. (Pyzalski, Leo, 1947, p.70-71).



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導論近年兒童的價值成長成為國際的重要議題。聯合國教育、科學及文化組織於二零零零年發表《兒童早期價值觀教育行動框架》，指出「為了讓兒童在其一生中進行和平而非暴力的活動、尊重自己和他人、欣賞多樣性，在兒童早期就可以採取初步措施，因為在這個時期孩子

們開始發育成熟並且他們的認知結構和情感結構開始形成。」（聯合國教育、科學及文化組織，2000：2）。在香港，二零零零年的《終身學習、全人發展—香港教育制度改革建議》（香港課程發展議會，2000）肯定德育對教育乃至社會道德的建構有著重要使命，亦建議要讓每位學生有充分經歷，以建立正確的人生觀和價

幼兒的心靈、道德和價值的發展：香港幼稚園的個案研究

Spirituality, Morality and Values in Young Children’s Development: Case Studies of Hong Kong Kindergartens

曾家洛、劉卓輝香港教育學院宗教教育與心靈教育中心

摘要幼兒的道德和價值成長已成為教育界和社會的重要課題。不少教育學者指出，心靈元素有助培養幼兒對自我、他人和事物的情感與意識，促進價值觀的發展。到底香港的幼稚園如何以心靈元素培育幼兒的道德價值呢？基於歷史因素，香港約半數幼稚園為宗教團體所興辦，這些學校又怎樣將宗教文化和心靈元素結合在德育課程中？本文透過理論探討和對四所學校的質性研究，指出香港幼稚園從「對生命意義和價值的追求」以及「關係性」兩個重要的心靈元素出發，培養幼兒的價值觀。具有宗教背景的幼稚園更將宗教文化視為穩定的價值體系，用以培育兒童的「自我超越」元素。綜合而言，香港幼兒教育的這一取向，有助培養和促進幼兒的道德和價值發展，為兒童未來能明辨是非作準備。

AbstractThe development of morality and values in young children has become an important issue for those involved in education and for society in general. Spirituality is promoted and encouraged by some education scholars as being beneficial in nurturing children’s compassion and awareness of self, others and the outer world, and in consequence their own morality and values development. As a legacy of history, half of the schools in Hong Kong are sponsored by religious organizations. The way in which these schools integrate religion and spiritual components into the moral education curriculum is thus noteworthy. Using theoretical discussion and the qualitative study of four kindergartens, this paper demonstrates that Hong Kong kindergartens try to foster the development of children’s values by introducing essential spiritual components such as the ‘pursuit of values and meanings of life’ and ‘relationality’. ‘Self-transcendence’ in children is also nurtured in kindergartens having a religious foundation through the use of religious cultures as a stable values system. In sum, the approach used by Hong Kong kindergartens is beneficial and significant to early childhood moral and values development, and enables future development of children’s ethical judgment.



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值觀。這顯出香港與國際社會均關注學生品德和價值觀的培養，而幼兒教育亦是當中不可或缺的一環。那麼我們應該如何培養幼兒的道德價值觀呢？

有學者（吳梓明，2011）指出，雖然根據皮亞傑（Jean Piaget）的理論，二至七歲的兒童正處於「邏輯思考前期」，但同樣需要「信任」、「自主」及「進取」等心靈（spirituality）方面的正面發展，這些都是幼兒階段需要培養的價值觀。而根據鄭漢文（2004），香港道德教育一直受儒家文化、基督宗教和自由主義公民觀影響，香港約半數學校亦為宗教團體興辦，宗教文化更常被轉化為道德教育的一部分。在這情境下，香港幼兒教育推行道德教育的情況是怎樣的呢？教育工作者如何因應道德教育、心靈成長和學校宗教背景等因素，訂立有助培養幼兒價值觀的方案呢？針對這些問題，筆者與幾位同事從事了一項名為「幼兒心靈成長繫於香港幼兒教育之調查研究」的計劃。此研究其中一部分是對四所分別有基督新教、中國宗教、天主教和無宗教背景的幼稚園（下稱甲、乙、丙、丁校）進行訪談及觀課，以瞭解現時香港幼兒教育在推動道德發展和心靈成長方面的情況。本文正利用此研究搜集的資料，結合理論探討，回應上述問題。

心靈元素、德育與幼兒成長之關係

香港宗教教育學者吳梓明（2011）整理了皮亞傑、艾力遜（Eric Erikson）和卡爾伯格（Lawrence Kohlborg）的成長理論，指出幼兒藉感性和觸覺的發展，漸漸培養對自己、他人和事物的意識與情感，例如信任感、自主意識和進取心，以及是非對錯的道德觀念和情感需要，這些因素均影響日後道德價值和品性的形成（Elias, 1989）。針對這一點，不少教育學者（楊國強，2009；劉慧中，2010）均認為心靈元素對幼兒情感、意識和價值觀的培養有重要作用。以下將沿著這一路徑，先梳理現今學界對心靈的理解，以及其與德育和幼兒成長的關係。

對心靈的理解近年有關心靈的研究逐漸成為西方學界的顯學，心靈健康 /安適（spiritual health）和心靈教育（Spirituality Education）等亦成為心理學、護理學和教育學的重要研究領域。美國出版的國際期刊 Journal of Community Psychology分別在二零零零年及二零零一年以「心靈、宗教與群性心理」（Spirituality, Religion and Community psychology）為題出版了兩期專輯（Kloos & Moore, 2000, 2001），顯出心靈研究在學術討論中的位置變得日益重要。

對於何謂心靈，不少西方學者均認同心靈基本上關乎人類內在的本質。著名心靈教育學者哈爾（David Hay）及妮恩（Rebecca Nye）（1996）指出心靈是人本質的一部分，包含體悟、神秘和價值等不同層次。亞歷山大（Henan Alexander）與麥努漢（Terence McLaughlin）（2003）、以及懷特（Andrew Wright）（1996）亦認為內在自我是心靈的基本要素。以下會建基於這種理解，討論心靈的幾個重要元素及其與德育的關係：

一、對生命價值和意義的尋求對生命意義和價值的探索是心靈的一個重要元素，例如懷特認為心靈即「對終極意義和人生目標的關切」（Wright, 2000: 7）。教育學者福勒（James Fowler）（1981）亦指出德育除了重視道德觀念外，還關切價值和生命意義的問題，這不只涉及道德，更關乎對信仰和終極意義的追尋。

二、關係性心靈亦有群體性和宇宙性的層面，這涉及所謂關係性（ re la t ional i ty）。哈爾和妮恩（1996）認為心靈是「關係性的意識」（relational consciousness），即人意識到自身與自我、他人、世界和神 /超越者的關係（de Souza , 2006）。澳洲學者費希爾（John W. Fisher）（1998）亦將人類心靈健康區分為「人與自己」、「人與群體」、「人與自然」和「人與超越者」四個層次，顯示心靈與他者的密切聯繫。台灣學者張淑美與陳慧姿（2008）、蕭雅竹（2002、



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2003、2007、2009）等也從心理學角度，將心靈區分為天人物我等不同關係的層次。內地著名道德教育學者魯潔（2010）在提倡道德教育作為「成人」的教育時，亦指出德育要培養的正是現實生活中與自我、他人和世界發生關係的人。

三、自我超越心靈元素包含的超越既是指個人與超越者/神 /上帝的關係（Zinnbauer, Pargament & Scott, 1999; Carr, 1995），亦是指人本身超越自身生物性、物質性和人性限制的傾向，即「自我超越」。侯爾（John Hull）便指出「藉著超越先前的層次以實現我們生物性本質之潛能的方式就是靈性」（Hull, 2002: 172）。魯潔（2008）亦認為，德育其中一個重要目的是達致人的自我超越和提升。

心靈元素在幼兒成長中的作用以上所述顯示，心靈在現代學術的探索中被理解為人類天賦的性質，並包含人身心靈的整合、對生命意義和價值的探索，以及個人與他者的關係。因此，心靈元素對人道德和價值觀的成長非常重要，這對幼兒尤然。根據二零零五年一個對美國、芬蘭和香港三地兒童道德、精神與宗教問題的跨文化研究（Tirria, Tallent-Runnelsb & Nokelainenc, 2005），兒童十分關注「我是誰？」、「我屬於哪裡？」、「我生存之目的是甚麼？」和「我與誰具有關係？要負上什麼責任呢？」等有關心靈的問題。

不少學者都認同心靈元素對幼兒和兒童的價值成長有重要作用，著名心靈教育學者梅傑克（Jack Miller）（2007）強調兒童的「全人教育」（holistic education）必須包括心靈成長的教育。哈爾和妮恩（2006）亦認為培養兒童的心靈元素，有助促進他們對自己與自我、他人、世界和超越者關係的覺察（Mercer, 2007）。魯潔（2003、2007）、周嫻華和周達章（2006）、以及扈中平（2010）等內地教育學者也認為心靈元素能提醒教育工作者：教育必須關顧人的全面發展，幫助學生從小學懂成為一個真正的人。這對培養幼兒和兒童的價值成長有著重要的啟發。

因此，心靈元素與幼兒的道德和價值成長有密切關係，亦被視為全人發展的重要一環，引導學生建立與周遭事件和內在自我的關聯，最終關注自己生命的終極意義，以及其與世界的關係。前線教育工作者則通過學校的各種經歷和教學方法，培養幼兒的心靈元素，提升他們「關係性的意識」，促進其道德和價值發展，從而達致成長和轉化。

基於上述理解，下文將考察四所幼稚園培育幼兒道德和價值發展的方式，由此探討香港幼兒教育如何藉各種教學方式，培養幼兒的道德和價值觀。

香港幼兒道德教育的經驗如上文所述，由於香港約半數學校為宗教團體興辦，在宗教學校，宗教文化常結合於道德教育中，成為推動德育的方式。在這一處境下，幼兒教育有否將心靈元素融入德育中呢？宗教學校又以甚麼方式推動心靈元素和道德價值的發展？筆者與同事開展「幼兒心靈成長繫於香港幼兒教育之調查研究」的計劃，正是要回應這些問題。

這一計劃開展時期為二零零八年七月至二零零九年五月，包括量性與質性研究兩部分。團隊成員先向全港 958間幼稚園及幼兒學校校長作問卷調查，收集她們對學校辦學理念及幼兒心靈成長的觀點，同時邀請幼稚園及幼兒學校參與訪談；然後在43所表示願意參與訪談的學校中，按以下標準選出調查對象：（1）把參與學校按基督新教、中國宗教、天主教與無宗教四個主流辦學背景分類，然後在每個類別中各選取一間；（2）在同類別學校中，選擇辦學理念中包括全人教育者。團隊成員最後選出四所學校作調查，下文內容亦主要取自此部份。她們的資料及背景如下：

探訪日期辦學背景學校代號2009年3月3日至4日基督新教甲校2009年3月9日中國宗教乙校2009年4月1日天主教丙校2009年5月8日無宗教丁校



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團隊透過訪談和觀課，瞭解和考察四間學校的辦學背景、以及她們推動德育和心靈成長的情況及方式。程序如下：

訪談校長瞭解學校辦學方針、教育模式及心靈教育在學校內推行的情況。

觀課及學校環境考察

通過考察學校環境及教師教學情況，瞭解學校實際運作情況。

參與幼兒活動環節

團隊成員參與課堂中的自由活動環節，並通過繪畫或對談方式瞭解幼兒的心靈教育需要。

訪談教師、家長

通過幼兒的繪本和自由活動表現，團隊成員與教師、家長進行訪談，進一步瞭解幼兒的情況及學校心靈教育的方式。

團隊在訪談及觀課中發現，縱使辦學背景截然不同，但四間學校均從「對生命意義和價值的追求」和「關係性」兩個心靈的重要元素著手，通過環境設置和以情引導等方式，促進幼兒的道德和價值成長。具有宗教背景的學校更利用本身的宗教元素，培養幼兒「自我超越」的元素。以下會探討及分析這四間學校推動心靈和道德成長的方式。

對生命意義和價值的追求溫格（Collin Wringe）（2006）指出，道德教育必然涉及情感的發展。而斯提迪爾（Jan Steutel）和卡爾（David Carr）（1999）亦認為，道德教育不單著重道德判斷和行為的對錯，更關注人的品性（character）和情感。團隊從訪談和觀課過程中也見到，四間學校重視透過周遭環境、生活經驗和社群經驗等引導幼兒的情感，幫助他們建立對生命意義和價值的覺察和追尋，從而引發他們思考生命的意義和價值。

例如有基督新教背景的甲校在四川地震後舉行祈禱會，通過對死難者致哀和祈禱，引導學生學習關懷和珍惜生命。丁校校長則表示，幼兒往往很難處理自身面對死亡的分離經驗，為此他們利用《比比和朋友》這個課程，讓學生經歷與比比由建立關係到離開的完整過程，學習面對分離的經驗，幫助他們表達自己的情

緒，開始認識死亡是甚麼，從而思考自己的生命和面對生死的問題。

此外，丁校亦舉辦親子活動，讓學生設計稻草人，與家長一起送到農莊，藉此幫助他們學會珍惜生命。該校校長分享說：「每班都會拿一些環保物料去設計一個稻草人。他們之後會和家長一起將稻草人送給農莊的伯伯，把稻草人放在稻田裡。我們在過程中會告訴小朋友：稻草人只是一個假人，但它很有用，能協助農夫，更何況我們這些真實的人？因此我們要珍惜生命。」這些活動不單有助學生探索生命的意義，亦培養他們關懷他人和互助等道德價值。

關係性關係性是心靈的重要元素，四間學校利用環境設置，結合各種非正規學習活動，促進學生意識到自己與家人、所屬群體和大自然的緊密關係。屬於天主教的丙校便特別設立了自然園地，讓學生體驗自然環境，增進對自然的理解。該校校長表示：「我們會教他們種樹和種植物，……在過程中亦無時無刻滲入宗教和愛的元素，例如幼兒班在春天，通常會是你種綠豆，他種黃豆，他種紅豆，你種花生，那孩子便會很擔心：紅豆、黃豆和綠豆都長出來，為何不見花生？他們便說：或許花生病了，老師便說：有何方法？他們說：不如帶它看醫生？這樣他們便來問我，又問我借地方，……他們說：能否打電話給漁農處的叔叔，請他們幫看看？我便假裝拿著電話和他們說，告訴他們花生病了，孩子問是否需要看醫生。……他們有養動物的習慣，有事會找獸醫，但植物該怎麼辦，他們便要想想……」該校利用種植活動，讓學生覺察到自己和大自然的密切關係，並利用植物生長程度的差異和師生互動過程，幫助學生反思植物與人和動物一樣，具有相同的生命價值，從而推動他們關懷自然環境。

甲校亦通過學校環境的佈置，令孩子感受到身邊的愛，建立他們與別人的關係。該校校長表示：「我們會在感恩節製作壁報，教他們感恩，並通過這些活動讓他們懂得和別人分享及關懷別人，……另外我們也希望孩子的作品能



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被人欣賞，讓他們學會欣賞自己，欣賞別人，這是他們建立歸屬感和與別人建立關係的一條非常重要的橋樑。」

甲校校長亦指出，他們重視建立師生的親密關係，讓孩子自然地尊重和敬愛老師。她表示：「我們重視老師和孩子交談時有沒有笑容，讓他們有安全感，因為孩子始終年幼，他們很依靠身體接觸、去感覺被愛。因此我們也教導他們彼此握手，或是手牽手一起去玩耍，讓他們體驗這些感覺，這樣老師和孩子就能建立愛的關係。」這讓學生意識到自己和他人乃至外界的緊密關係，同時亦幫助他們將尊重、感謝、欣賞、愛等價值內化在日常經驗中。

自我超越自我超越往往涉及與超越者、神或上帝的關係，而三間具宗教背景的學校均利用各自辦學團體的宗教元素，引導學生覺察和建立與超越者 /上帝這一模範的連繫，引導他們學習這一模範，從而不斷努力超越自身。當中有以下兩個特點：

一、視宗教的人生觀和倫理觀為一套穩定的價值體系

例如甲校老師便表示：「我們是基督教學校，故會說耶穌愛每個人，不管是好人還是壞人，……這些內容在故事和詩歌中都有提及。我們也會教學生「寬恕別人」等金句，幫助他們知道信仰的簡單意思。」這顯出學校將聖經的待人態度轉化為引導學生與人相處的態度和價值觀，並融入課程內。由中國宗教團體辦理的乙校則以中國宗教為基礎，教導幼兒一些傳統經典的經文和字句，引導他們學習中華文化的美德。

二、利用宗教性活動作為引導學生感情表達的方式

例如丙校設有「打電話給天主」的裝置，讓學生投放文字或圖畫於其中，表達對天主的情感和思想。老師更會在早會時抽選一張來分享及作回應。該校校長表示：「我們會有即時的祈禱時間，例如放學下雨時，就要特別為司機叔

叔求平安，感謝他們讓我們可以回家，也感謝天主賜下雨水灌溉樹木，因為不能說下雨就不好。」這些都是以宗教活動引導學生表達情感的例子。

以上這些方法均由學校的宗教背景出發，利用本身的宗教元素，讓幼兒覺察自己與超越者或上帝的連繫，通過接近這一模範，努力超越自身限制，從而幫助他們培養寬恕、關愛等美德，促進幼兒的道德成長。

總結是次研究顯示，香港幼稚園在進行道德教育時，主要從心靈元素出發，以環境設置和以情引導等不同方式，培育幼兒的價值觀和道德發展。這正配合幼兒成長的狀況。宗教學校更將宗教的人生觀和倫理觀融入教學當中，利用宗教活動和象徵引導學生表達情感。由於本文研究背景限制，有些學校實際上可能會具有不同的方式和內容，但本文的個案探討，正顯出四所幼稚園均共同關注幼兒的道德發展和心靈成長，著意幫助他們培養關愛、感恩、尊重生命等正面價值，建立自己與自我、他人、環境和超越者 /上帝的關係，從而促進自我超越。是次研究也能作為基礎，有助日後更深入探討其他異於是次研究背景之學校的德育模式。

正如聯合國教科文組織（2000）指出，及早培養下一代正向價值，讓他們認識經濟、社會和政治健康發展的意義，有助下一個世代改變現今世界因人文價值陷落而引起的種種問題。以上香港道德教育的取向正回應這個問題，致力從幼兒成長階段開始，讓孩子在情理兼備的學習環境下，為未來明辨是非作準備。



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黃艾珍教授於二零一二年二月二十一日因病辭世，噩耗傳來，本系師生無不傷痛惋惜。

黃教授於一九九五年加入香港教育學院，歷任幼兒教育學系高級講師、副教授、教授，並擔任教育研究學院副院長（課程及質素保證）、兒童研究與創新中心總監，以及香港教育學院匯豐幼兒發展中心校監。十數年來，黃教授與本系師生風雨同路，共步成長，其於課程創立，科目開設，以及課程質素保證等方面之工作，更是披荊斬棘，開山拓土，建樹良多，令本系廣泛獲得學界同儕之認同。

黃教授著作等身，在課程改革、課程評鑑、教學評估，以及比較教育等方面之研究，造詣尤深。論文曾在海內外多本重要之學術期刊發表，並同時擔任多本國際學術期刊之編輯委員。黃教授一生春風化雨，培養出無數幼兒

教育工作者，當中許多已成為卓越優秀而又獨當一面的教師及校長。黃教授畢生奉獻，對香港幼兒教育影響深遠，其學問行誼，將永傳杏壇。

黃教授是位認真專業的老師、堅持勤奮的學者，也是位積極扶掖後進的長輩，以及運籌帷幄、人情通達的行政領導，多年來深受教院師生及同事的愛戴與敬佩。黃教授常常提點，教師培訓應重視理論與實踐、教學與研究的融合，本系同仁當念茲在茲，未敢鬆懈。

早春三月，憶念故人，倍感殘寒料峭。校園中黃教授穩重卻又輕盈的身影將長留我們心裏。本系師生願黃教授主懷安息，並謹向其家人致以衷心慰問。

悼念黃艾珍教授In Memory of Professor Margaret WONG Ngai Chun

黃艾珍教授遺照 (Professor Margaret WONG Ngai Chun) 1950-2012

永遠懷念黃艾珍教授香港教育學院幼兒教育學系

（2012年3月）



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Professor Margaret WONG Ngai Chun

Qualifications

Teacher’s Cert. Northcote College of Education, HK, 1969 Cert. in Teaching of Putonghua The University of Hong Kong, 1980 Cert. for Overseas Teachers of English The Royal Society of Arts, 1983Dip. De Langue Francaise Alliance Francaise de Hong Kong, 1987 B.Phil. (Psychology of Childhood) University of Birmingham, UK, 1987 Title of thesis: An investigation of some factors

influencing primary school children’s perception of their relationship with their teacher

M.Ed. (Early Childhood Education) The University of Hong Kong, 1990 Title of thesis: The social competence of Hong Kong

preschool children Ph.D.(Early Childhood Education) The University of Hong Kong, 1997 Title of thesis: Pre-school quality and child development

in Macau

Academic/Teaching Appointments

3/2007 – 2/2012 Professor, Department of Early Childhood Education, HKIEd2006 – 2/2007 Associate Professor, Department of Early Childhood Education, HKIEd2001 – 2006 Principal Lecturer, School of Early Childhood Education, HKIEd1995 – 2001 Senior Lecturer, School of Early Childhood Education, HKIEd1987 – 1995 Lecturer, The University of Macau, Macau1970 – 1987 Teacher, Aplichau Kaifong Primary School, HK1969 – 1970 Teacher, Confucian Sam Lok Primary School, HK

Area(s) of Research Interests

• Quality assessment and improvement in early childhood education• Comparative early childhood education• Early childhood curriculum and assessment



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Chapters in Books

Wong, N.C.M. (1992). Development of Hong Kong preschool children. In Sylvia Opper (Eds.), Development of social competence in preschool children. Education Papers 13 (pp. 77-95). Hong Kong: The University of Hong Kong.

Wong, N. C. M. (1999). Pre-school education. In M. Bray, & R. Koo, (Eds.), Education and society in Hong Kong and Macau: Comparative perspectives on continuity and change. (pp. 15-34). Hong Kong: The University of Hong Kong.

Wong, N. C. M., & Pang, L. (2002). Early childhood education in China: Issues and development. In K. S. L. Chan & E. J. Mellor (Eds.), International developments in early childhood services (pp. 53-69). New York: Peter Lang.

Wong, N. C. M., & Rao, N. (2004). Pre-school education. In M. Bray, & R. Koo, (Eds.), Education and society in Hong Kong and Macau: Comparative perspectives on continuity and change. (2nd ed., pp. 15-34). Hong Kong: The University of Hong Kong.

Wong, N.C.M., Yung, A., & Chan, T. (2007). Introduction to the Curriculum-Based Child Assessment Model for Quality Early Childhood Programme. In Wong, N.C.M., Yung, A., & Chan, T. (Eds.), Guide to Using a Curriculum-Based Child Assessment Model for Quality Early Childhood Programme, (pp. 6-16). The Hong Kong Institute of Education & Quality Education Fund, Hong Kong.

Wong, N.C.M., Cheng Z.J., Ng, S., (2007). Cognitive Development. In Wong, N.C.M., Yung, A., & Chan, T. (Eds.), Guide to Using a Curriculum-Based Child Assessment Model for Quality Early Childhood Programme, (pp. 17-41). The Hong Kong Institute of Education & Quality Education Fund, Hong Kong.

Wong, N. C. M., & Li, H. (2008). Using the Performance Indicators for preschool self evaluation and improvement: A Chinese model. In A. Kozlowska, R. Kahn, B. Kozuh, A. Kington, & J. Mazgon (Eds.), The role of theory and research in educational practice (pp. 43-66). Grank Fork, ND: University of North Dakota, College of Education and Human Development.

Wong, N. C. M., Lau, E.Y.H, Li, H. (2011). Establishing a Quality Culture in Hong Kong Preschools: A Review of the Joint Efforts by Government, Researchers, Preschool Leaders and Teachers. In Boris Kozuh and Elena Bocharov (eds.), Teacher, School and Education (pp. 49-62). Gorlovka, Ukraine: Gorlovka State Pedagogical Institute of Foreign Languages . (ISBN:978-966-8469-0)

黃艾珍（2001）：學前教育，輯於貝磊和古鼎儀編《香港與澳門的教育與社會 : 從比較角度看延續與變化》，（頁13-29），香港，香港大學比較教育研究中心。

王春燕、黃艾珍、李輝、張國祥、翁麗等（2003）：香港、澳門、台灣幼兒教育，輯於馮曉霞等編《百年中國幼教》，（頁229-268），北京，教育科學出版社。

黃艾珍、劉麗薇（2005）：學前教育，輯於貝磊和古鼎儀編（第二版）《香港與澳門的教育與社會 : 從比較角度看延續與變化》，（頁13-30），香港，香港大學比較教育研究中心。

黃艾珍（2006）：導言—自評文化與優質幼教，輯於黃艾珍、李輝、容燕文編《從自我評估邁向自我完善》，（頁7-16），香港，朗文香港教育。

黃艾珍、李輝、容燕文（2006）：香港學前機構運用表現指標的歷史、現狀及未來，輯於黃艾珍、李輝、容燕文編 : 《從自我評估邁向自我完善》，（頁133-137），香港，朗文香港教育。

黃艾珍、容燕文（2012）：編者序，輯於黃艾珍、容燕文編《課程本位的幼兒發展評估模式：理論與實踐》，（頁1 - 2），中國，教育科學出版社。

黃艾珍、容燕文（2012）：概述，輯於黃艾珍、容燕文編《課程本位的幼兒發展評估模式：理論與實踐》，（頁1 - 14），中國，教育科學出版社。

黃艾珍、容燕文（2012）：幼兒認知發展的評估，輯於黃艾珍、容燕文編《課程本位的幼兒發展評估模式：理論與實踐》，（頁15-44），中國，教育科學出版社。



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Refereed Journal Articles

Wong, N. C. M. (2003). A study of children's difficulties in transition to school in Hong Kong. Early Child Development and Care. 173 (1), 83-96.

Cheng, Z.J. & Wong, N. C. M. (2003). Interacting with children’s thinking: observations during teaching supervision. Hong Kong Journal of Early Childhood 2(2), 2-16. Hong Kong: Hong Kong Institute of Education.

Corrie, L. F., Wong, N. C. M., Wong, W. Y. V., Lim, S.E.A, Li, Y. L. J., Li, H., & Woo, Y. S. (2003). A brief report on the Quality Education Fund Project “A self-Assessment and Self-Improvement Model for Quality Teaching in Preschools”. Hong Kong Journal of Early Childhood, 2(2), 50-54.

Rao, N., Koong M.K.M., Kwong, M. & Wong, N. C. M. (2003). Predictors of preschool process quality in a Chinese context. Early Childhood Research Quarterly. 18(3), 331-350.

Wong, N. C. M., Yung, Y. M. A., Cheung, H. P. R., To-Chan, S. P. T. & Wong, W. Y. V. (2006). A Curriculum-based Child Assessment Model for Quality Early Childhood Programme. Hong Kong Journal of Early Childhood. 5(2), 67-70.

Wong, N. C. M., Yung, Y. M. A., To-Chan, S. P. T., Cheung, H. P. R., & Cheung, L. H. L. (2008). A Curriculum-based Child Assessment Model for Hong Kong Preschools. Hong Kong Journal of Early Childhood. 7(1), 97-102.

Wong, N. C. M. (2008). How Preschool Children Learn in Hong Kong and Canada: A Cross-Cultural Study. Early Years. 28(2), 115-133.

Wong, N. C. M., Yung, Y. M. A., & Cheung, H. P. R. (2008). Empowering Preschools in Using Performance Indicators to Assess Children’s Learning and Development. Journal of Basic Education. 17(1),159-186.

Li, H., & Wong, N. C. M. (2008) Implementing Performance Indicators of Early Learning and Teaching: A Chinese Study. International Journal of Early Year Education, 16(2), 115-131.

Wong, N.C.M. & Cheng, Z.J. (2009). Assessment of Children’s Cognitive Development Based on Learning. Hong Kong Journal of Early Childhood, 8(1), 32-41.

Wong, N.C.M., Wang, X. C., & Li, H. (2010). Accountability and Quality in Early Childhood Education: Perspectives from Asia. Early Education and Development, 21(2). 163-166.

Wong, N.C.M. & Li, H. (2010). From External Inspection to Self-Evaluation: A Study of Quality Assurance in Hong Kong Kindergartens. Early Education and Development, 21(2). 205-233.

Non-referred Journal Articles

黃艾珍（1998）：優質幼教──優質幼師，《天主教修會學校聯會育化》第七期，頁1-3。黃艾珍（1999）：澳門的學前教育，《幼兒教育》，頁4-6。黃艾珍、李輝（2006）：香港《表現指標》之推行研究及其啟示，《幼兒教育（教育科學版）》319，頁38-41。李輝、黃艾珍、張杏冰（2006）：內地新《綱要》與香港地區《表現指標》之比較研究《幼兒教育（教育科學

版）》325，頁32-34。

Reports

Wong, N.C.M., Kwong, M., Koong, M., & Rao, Nirmala.(1999). Developing performance indicators for high quality programmes of early education and care in Hong Kong. Hong Kong: O.M.E.P.



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Chan, K. S. L., Mellor, J. E., Chan, L., Kwong Lee, W. Y. M., Lim, S. E. A., Lui Lo, Y. Y. E., Ma, J. C. J., To Chan, S. P. T., & Wong, N. C. M. (1999). A final report on comparative study on the government arrangements of early childhood education, the professional training practices and the interface of early childhood education with primary education, Book One. Hong Kong: School of Early Childhood Education, The Hong Kong Institute of Education.

Chan, K. S. L., Wong, N. C. M., Corrie, L. F., Li, J., Lim, S. E. A., & Yeung Wong, W. Y. V. (2002). Interim report for the study on the relationship between participants' academic profile at entry and their academic achievements in the BEd (ECE) (Hons) programme. Hong Kong: School of Early Childhood Education, Hong Kong Institute of Education.

Wong, N. C. M., Corrie, L. F., Wong W. Y. V., Lim, S.E.A, & Li, Y. L. J (2004). A longitudinal study of the academic performance and development of participants in the BEd (ECE) (Hons) programme (1999-2003). Hong Kong: School of Early Childhood, Hong Kong Institute of Education.

黃國成、黃艾珍、藍美容及蔡昌 (2009)：澳門幼兒教育中文學習領域專項評鑑，香港，香港教育學院。

Others

黃艾珍、李輝（2009）：反思幼師培訓的三個問題，報章文章輯於《唯教．唯大，香港教育學院十五周年紀念教育評論結集》，香港，香港教育學院，頁32-33。

黃艾珍、李輝（2009）：小班教學．給孩子愉快學習，報章文章輯於《唯教．唯大，香港教育學院十五周年紀念教育評論結集》，香港，香港教育學院，頁90-91。

黃艾珍（2009）：幼兒教育與中華文化，文章輯於《非牟利幼兒教育機構議會五周年紀念特刊》，頁22-23。

Research and/or Equivalent Grants(Principal Investigator unless otherwise specified in which case the % contribution is explicitly stated)

Comparative study on the governance arrangements of early childhood education, professional training practices, and the interface of early childhood education with primary education in 11 countries (HK$800,000 from the Hong Kong Education Commission for 1999) (Project team member)

A study on preschool children in project learning. (HK$168,976. HKIEd Internal Research Grant, 2002-2003)Understanding the Culture of the Motherland: Passing the Torch of Learning through Preschool Teachers.

(HK$550,000. Hong Kong Private Fund, 2005)Zippy’s Friends Programme in Kindergartens in Shanghai. (HK$2,443,825. Hong Kong Private Fund, 2006-2009)Zippy’s Friends Programme in Kindergartens in Beijing. (HK$2,922,900. Hong Kong Private Fund, 2008-2011)Empowering Early Childhood Institutions in Implementing Effective School-Based Curriculum. (HK$12,100,000.

Education Development Fund - University-School Support Programmes, 2008-2011)A Review of the Learning of Chinese in Early Childhood Education in Macau (HK$403,000. Education and Youth

Affairs Department of Macau Commissioned Project (2007-2008) (Project Consultant & Project Member)Organizational-based Quality Improvement Scheme (HK$1,500,000. Po Leung Kuk, 2010-2012)(Project Consultant)



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External Appointments1. External Assessor, Quality Education Fund (2004-2012)2. Register of Subject Specialist, Hong Kong Council for Accreditation of Academic & Vocational Qualifications

(2005-2012)

Member of Committees1. Kindergarten Education Consultative Committees, Education Department (1997-1998)2. Advisory Committee (Preschool Performance Indicator), Education Department (1999-2002 )3. Curriculum Development Council, Committee on Early Childhood Education, EDB (2005-Aug/2011)4. Kindergarten Education Consultative Committee, EDB (2005-2011)

Membership of Professional Organizations3/2004 Co-chairperson, Organizing Committee, Sixth International Conference of OMEP-Hong Kong:

Cultural Perspectives in Early Childhood Education (March, 2004) Hong Kong: OMEP – Hong Kong

5/2008 Co-chairperson, Organizing Committee, Seventh International Conference of OMEP –

Catalysts for Changes in Early Childhood Practice (May, 2008) Hong Kong : OMEP – Hong Kong

1973-2012 Hong Kong Professional Teachers’ UnionFull Member

1992-2012 O.M.E.P. – Hong KongFull Member

1998-2012 Association for Childhood Education International (ACIE)

Member 4/2000-2012 World Organization for Early Childhood Education (O.M.E.P.) – Hong Kong

Member of Executive Committee

Editorial & Review

Journal EditorYelland, N.J., Wong, N.C.M., Chan, Y.M.E., & Saltmarsh S. (Eds.) (2010). Journal of Global Studies of Childhood.

UK: Symposium Journals Ltd.

Edition EditorWong, N.C.M. & Cheng, Z. J. (Nov 2003). Hong Kong Journal of Early Childhood, 2(2). Hong Kong: Hong Kong

Institute of Education.Wong, N.C.M. & Choi, C. (June 2009). Hong Kong Journal of Early Childhood, 8(1). Hong Kong: Hong Kong

Institute of Education.



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Wong, N.C.M., Hui, Li., & Wang, C. (Feb 2010). Special Issue in Early Education and Developmen, 2(2). US. : Taylor & Francis.

Editorial Board(2003 – 2012) Hong Kong Journal of Early Childhood. Hong Kong: Hong Kong Institute of Education.(2003 – 2012) International Journal of Early Childhood Education. Korea: The Korean Society for Early

Childhood Education.

Panel of Advisor(3/2008 – 2012) 《幼兒教育教育科學版》編輯工作指導委員會委員。中國淅江：淅江師範大學杭州幼兒師範

學院及淅江教育報刊總社

Reviewer of Teacher Education Programmes(2006)(2007) BEd(ECE) programme, Asia University, Taiwan(2008) Master’s program in Human Development and Education for the Early Years, University of

Macau.

TEACHING

Area(s) of Teaching Expertise

• Quality assessment and improvement in early childhood education• Comparative early childhood education• Early childhood curriculum and assessment

Post-Graduate Supervisor

2006-07 Two MEd(ECE) Students

External Examiner

Wong, N .C .M. (2007). External Examiner and participated in the Oral Examination of the candidate for admission to the degree of Doctor of Philosophy with thesis title: The transition to primary one - A study of Hong Kong Children’s emotional experience. University of East Anglia, UK.

Wong, N .C .M. (2008). External Examiner and participated in the Oral Examination of the candidate for admission to the degree of Doctor of Philosophy with thesis title: Moving towards a contextual and cultural specific understanding of family involvement in kindergarten education in Hong Kong. University of East Anglia, UK.



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Scholarship of Teaching:

Teaching Development and/or Equivalent Grants(Principal Investigator unless otherwise specified in which case the % contribution is explicitly stated)

Developing performance indicators for high quality programmes of early childhood education and care in Hong Kong. (HK$610,275. Quality Education Fund, 1998-99, with Rao, N. (PI), Koong, M., and Kwong, M.) (25% Wong, M.)

A study on the provision of early childhood teacher education for serving teachers in Hong Kong. (HK$ 84,000. HKIEd School of Childhood Education, 1999-2000)

Production of multimedia teaching and learning resources for field experience in ECE courses. (HK$202,900. HKIEd School of Childhood Education, 1999-2000)

Exploring the project approach in Hong Kong preschools: A collaborative effort. (HK$237,395. HKIEd Teaching Development Grant, 1998-2001) (50% Wong, M..)

Learning and teaching developments in SECE courses. (HK$228,564. HKIEd Teacher Development Grant, 2000-2001)

Information Technology Integration Project. (HK$175,000. HKIEd Information Technology Development Grant, 2000-2001) (Co-Investigator)

Exploring the Project Approach in Hong Kong Preschools: A Collaborative Effort. (HK$45,680. HKIEd Teaching Development Grant, 2001) (50% Wong, M..)

Learning and teaching developments in field experience component of all ECE courses/programmes. (HK$228,564. HKIEd Teaching Development Grant, 2000-2001)

A pilot study on using videotaping as an alternative mode of supervised teaching for in-service teachers. (HK$103,408. HKIEd Teaching Development Grant, 2001-2002)

Information Technology Enrichment Project. (HK$181,794. HKIEd – Information Technology Grant, 2001-2002) (Co-Investigator)

A study on the relationship between participants’ academic profile at entry and their academic achievements in the BEd (ECE) (Hons) Programme. (HK$509,946. HKIEd School of Early Childhood Education, 2000-2003)

Subsequent to this project, a report was complied in which there were ample information on how students viewed the teaching and learning process in the programme, and how that related to their academic achievement and personal growth.

Promoting student teachers’ reflectivity through video-taped teaching analysis. (HK$133,886.4. HKIEd Teaching Development Grant, 2002-2003)Interactive Internet Infusion for Early Childhood Educators (HK$199,840. HKIEd Information Technology

Development Grant, 2002-2003)A Self-assessment and Self-Improvement Model for Quality Teaching in Preschools. (HK$ 2,446,540, Quality

Education Fund, August 2001 – July 2003) (Co-investigator from August 2001 to June 2003 (15% contribution) & (PI from July-Sept 2003)

Assessing and Improving Learning and Teaching with the Early Childhood Performance Indicators Package. (HK$ 699,900. Quality Education Fund, September 2003 – November 2004)



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Follow-up Survey on the 1st Cohort of CE-ECE (1998-2001) Graduates. (HK$42,138. School Projects and Initiatives Fund, 2004-05)

Graduate Survey of Certificate in Kindergarten Education Programme (Two-Year Day Release Mixed Mode [2000-2002 and 2001-2003 cohorts] and Two-Year Evening Mixed Mode [2001-2003 cohort]). (HK$54,738, School Projects and Initiatives Fund, 2004-05)

Outreach Project in Local Secondary Schools for the Promotion of SECE Pre-Service Prorammes (HK$53,700. School Projects and Initiatives Fund, 2004-05)

A Curriculum-Based Child Assessment Model for Quality Early Childhood Programme. (HK$1,504,900. Quality Education Fund, 2005-2007)

Educational Visits to the Mainland for Students of the Institute’s Early Childhood Education Programmes (The Hongkong Bank Foundation (2002) HK$698,020, (2004) HK$481,000, (2005) HK$613,665, (2006) HK$706,780, (2007) HK$775,810).

Educational Visits to Early Childhood Education Institutions in Mainland China (School Projects and Initiatives Fund (2002) HK$80,000, (2003) HK$47,645, (2004) HK$81,248, (2005) HK$89,424, (2006) HK$88,665).

Outcomes Based Assessment for New Learning (HK$1,142,000. Teaching Development Grants, 2009-2010) (Co-Investigator)

Development of a New Instrument for Student Evaluation of Teaching (HK$52,112.51. Teaching Development Grants, 2009-2010) (Co-Investigator)

Published Teaching Materials:藍美容、黃艾珍、陳佩蓮、黃少君和黃玉卿（2000）：《幼兒設計活動──衣服》，香港，香港教育學院。黃艾珍、藍美容、王小鳳和邱玉月（2000）：《幼兒設計活動──火車》，香港，香港教育學院。黃艾珍、周兢和孔美琪（2001）：《幼兒愉快學習叢書》1，（共8冊），香港，幼兒教育出版社有限公司。黃艾珍、周兢和孔美琪（2001）：《幼兒愉快學習叢書》 2，（共10冊），香港，幼兒教育出版社有限公司。黃艾珍、周兢和孔美琪（2001）：《幼兒愉快學習叢書》3，（共10冊），香港，幼兒教育出版社有限公司。黃艾珍、李輝、陳莉莉和成子娟（編）（2002）：《創造幼教新文化：幼兒教育榮譽學士課程學生習作選》，香

港，香港教育學院。黃蕙吟、黃艾珍、林瑞瑛和卓黃國茜（編）（2003）：《幼兒學教質素提昇》，香港，香港教育學院。黃艾珍（編）（2003）：《幼兒愉快學習叢書1：活動資料手冊　設計活動示例 ── 龜》，香港，幼兒教育出版

社有限公司。黃艾珍（編）（2003）：《幼兒愉快學習叢書1：活動資料手冊　設計活動示例 ── 麵》，香港，幼兒教育出版

社有限公司。黃艾珍（編）（2003）：《幼兒愉快學習叢書2：活動資料手冊　設計活動示例 ── 豆》，香港，幼兒教育出版

社有限公司。黃艾珍（編）（2003）：《幼兒愉快學習叢書2：活動資料手冊　設計活動示例 ── 船》，香港，幼兒教育出版

社有限公司。黃艾珍（編）（2003）：《幼兒愉快學習叢書3：活動資料手冊　設計活動示例 ── 火警》，香港，幼兒教育出

版社有限公司。黃艾珍（編）（2003）：《幼兒愉快學習叢書3：活動資料手冊　設計活動示例 ── 電話》，香港，幼兒教育出

版社有限公司。何朗瑩、黃艾珍等（主編）（2003）：《學前教育機構表現指標「學與教範疇」應用指引》，香港，香港教育學院

及優質教育基金。



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黃艾珍、李輝、容燕文（主編）（2004）：幼教機構運用《「表現指標」應用指引》進行自我評估及完善範例，香港，香港特別行政區政府優質教育基金。

黃艾珍、李輝、容燕文（主編）（2006）：《從自我評估邁向自我完善》，香港，朗文香港教育。黃艾珍、容燕文、杜陳聲佩（主編）（2007）：《「幼教課程本位的兒童評估模式」應用指引》，香港，香港特別

行政區政府優質教育基金。黃艾珍（主編）（2007）：《兒童發展評量表第三版》，香港，香港教育學院。黃艾珍、成子娟及伍瑞顏（2007）：認知發展，輯於黃艾珍，《兒童發展評量表》（第三版），（頁3-9），香港，

香港教育學院。黃艾珍、容燕文和譚美顏（主編）（2011）：《幼教校本課程發展的實踐》，香港，香港教育學院兒童研究與創新

中心。黃艾珍（2011）：導言 —「強化幼教機構實施有效的校本課程」計劃介紹，輯於黃艾珍、容燕文和譚美顏編《幼

教校本課程發展的實踐》，（頁1-11），香港，香港教育學院兒童研究與創新中心。黃艾珍、容燕文和譚美顏（2011）：幼教校本課程發展的配況，輯於黃艾珍、容燕文和譚美顏編《幼教校本課

程發展的實踐》，（頁13-24），香港，香港教育學院兒童研究與創新中心。黃艾珍、容燕文和譚美顏（2011）：總結及展望，輯於黃艾珍、容燕文和譚美顏編《幼教校本課程發展的實

踐》，（頁117-120），香港，香港教育學院兒童研究與創新中心。

Video黃艾珍、呂盧婉兒、黃潔薇、黃敏、胡婉姍和劉寶蓮（2000）：香港的幼兒教育服務（一）錄影帶，香港，香港

教育學院。黃艾珍、呂盧婉兒、黃潔薇、黃敏、胡婉姍和劉寶蓮（2000）：香港的幼兒教育服務（二）錄影帶，香港，香港

教育學院。黃艾珍、藍美容（2000）：《設計活動的反思》[錄影帶 ]，香港，香港教育學院。藍美容、黃艾珍（2000）：《設計活動──衣服、火車》[錄影帶 ]，香港，香港教育學院。

CD-Rom黃艾珍、容燕文、杜陳聲佩及張麗霞（2007）：《「幼教課程本位的兒童評估模式」應用指引學校評估活動實例

光碟》，香港，香港教育學院及優質教育基金。



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CONTRIBUTION TO HKIEd

Functional Posts

9/1995 – 8/1997 Course Co-ordinator: Certificate in Kindergarten Education

9/1996 – 8/1997 Course Leader: Certificate in Kindergarten Education

9/1997 – 8/1998 Acting Divisional Director, Pre-primary Division

7/1999 – 9/2000 Academic Development Coordinator, School of Early Childhood Education

7/1999 – 7/2005 Programme Co-ordinator and Field Experience Co-ordinator,Bachelor of Education (Hons) (Early Childhood Education)

9/2000 – 8/2005 Associate Dean, School of Early Childhood Education

9/2001 – 4/2007 Deputy Director, Centre for Early Childhood Research and Development

8/2007 – 12/2007 Acting Dean, Faculty of Professional and Early Childhood Education

8/2005 – 8/2008 Director of Programmes (Early Childhood and Special Education)Faculty of Professional and Early Childhood Education

8/2008 – 9/2009 Associate Dean (Programmes) of Faculty of Education Studies

3/2010 – 7/2010 Acting Dean, Faculty of Education Studies

4/2007 – 5/2011 Director, Centre for Early Childhood Research and Development (renamed as Centre for Childhood Research & Innovation since January 2010)

9/2009 – 6/2011 Associate Dean (Programmes/Quality Assurance) of Faculty of Education Studies

6/2006 – 8/2011 Supervisor, HKIEd HSBC Early Childhood Learning Centre



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I was informed of Margaret’s illness a year ago. In that same year, I had a chance to visit Hong Kong, as I came in touch with Margaret over the phone, I was then told her health recovery was experiencing improvement. I wanted to visit Margaret during my brief stay in Hong Kong, but unfortunately due to our schedule conflict, the gathering was postponed. It’s unbelievable how our judgment and expectation could fail us in the blink of an eye.

I first became acquainted with Margaret in the year 1994, when I was invited to be the External Examiner of curriculum of ECE, but didn’t meet her in person until years later. My very first encounter with Margaret was in 2000, when Professor Lorna Chen and her collaborated in leading the international academic team to Taiwan. Recalling my first impression of her was her simple yet exquisite garments and her remarkable administrative and executive ability. However, my impression of her did not stop there, but continuously grew in depth as I had frequent contact with her.

During the period of 2005 to 2006, while I was teaching in HKIEd; I had a chance to have

greater contact with her in the professional arena. With the frequent interactions, I was able to come to a deeper understanding of her devotion; besides a teacher at heart, she was also an enthusiastic lady of aspiration. Other than teaching, Margret devoted herself to administration and research related works. I also recall clearly, in 2009, Margaret attempted to carry out a research proposal regarding to Chinese culture and ECE curriculum related topic; she integrated the joint force of four scholars from USA, China, Hong Kong and Taiwan. Her contribution means significantly to the field of Early Childhood Education in Hong Kong and Macau as much as her spirit to academic scholars and practitioners whom she has worked with.

While I attended her memorial service in 2012 Spring, I experienced both grief and inspiration. Sitting in the room watching her self-videoed speech and reading her last words on the pamphlet, I could not describe more how her life sharing reinforces her heart as an educator, who willingly reflects back on life and expresses her understanding towards living for the livings.

I pray for Margaret to rest in peace. Forever she will be remembered in our hearts.

In Honor of a Scholar of Devotion對一位無我之學者的追憶

CHIEN Chu Ying IngridGraduate Institute of Early Childhood Education

National Chengchi University



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我已經記不清楚曾經到香港教育學院去過多少次了，我熟悉那個建立在山坡下的美麗的校園，我熟悉校園內的禮堂、教室、走廊和招待所，我熟悉學院內的許多教師和學生，但是我最熟悉的應該是香港教育學院幼兒教育學院的黃艾珍教授，在其生命結束的前些年裡，她曾經是這個學院的院長。

我不能相信黃艾珍教授已經離去，當我聽到這個噩耗以前，我沒有任何的前期信息，在我聽到這個消息的時候，感到那麼的突然，那麼的不可相信，那麼的有失落感。但是，我不得不相信黃艾珍教授已經離去，當我聽到她以前的同事們跟我描述黃教授最後的「故事」，我才意識到我已經有相當長的時間沒有去這個學院了，我才知道我們這些來自大陸、臺灣和香港的學者正在緊鑼密鼓籌畫的「兩岸三地學前教育的文化比較研究」沒有了音訊的原因。

現在回想起來，我認識黃艾珍教授是在十多年以前。在這十來年的時間裡，我曾受邀參加過許多次在香港教育學院召開的學術研討會，我也曾受聘擔當過兩輪 ( 6年 )學院的課程外審員，我還曾接受委託對香港教育學院的學生進行過多次的培訓以及推行過社會慈善項目。在這十來年的時間裡，黃艾珍教授從老院長蘿拉教授的一名助手，成長成為了幼兒教育學院的主要領導，擔當了香港培養、培訓幼稚園教師的主要任務，這是作為一個外人的我所親眼看到的。

我始終感覺到黃艾珍教授的過早離去，是與她的辛勞工作有關聯的。在我的印象中，黃艾珍教授是一個認真的人，務實的人，這樣的

性格一定導致了她對工作全心全意的投入，導致了她對事務一絲不苟的處置，而對自己的健康卻忽略甚至不顧。

在對黃艾珍教授離去的感傷中，我也偶爾會感到些許寬慰的。我聽到她在病重期間還很樂觀，在她的同事陪伴下去觀賞了一些著名的自然和人文景觀，補償了因為繁忙而留下的缺憾；我也聽到了她面對凶疾依然從容，想到的是獨自承當，而不是麻煩別人，甚至儘量不讓更多人知道。

而今，黃艾珍教授離去已經有些時日了，但是她依然在許多人的心裡留下揮之不去的印象。

我迄今依然會常想到，黃教授為了香港幼兒教育事業的發展，為了香港與內地的交流，策劃了不少行動方案、研討會、研究課題等，在所有這些活動中，她不張揚，甚至很低調，讓人感覺都是別人的作為，而實際上她付出的卻是最多。

我迄今依然會常想到，黃教授為了在內地推廣當年滙豐銀行贊助的「比比與它的朋友」心理健康促進慈善項目，曾數次不遠千里來到上海，親臨現場，參加項目開展的指導工作，與我們一起，使上海成為了當今世界上參與該項目最多人數的地方。我有時還會這樣去想，黃教授這麼個好人，不應該那麼早地就離開大家。黃教授待人的謙和、誠懇；她處事幹練、真切；她身上兼有剛柔兩個方面。我有時還會這樣去想，黃教

悼念黃艾珍教授Memorial Essay by ZHU Jia Xiong

朱家雄華東師範大學



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授這麼個好朋友，不應該那麼早地就離開大家。黃教授是個夠朋友的人，她關心人、體貼人；她善解人意、助人為樂；她身上兼有情意兩個方面。

一個人逝去，還能讓人難以抹去記憶是不容易的。黃艾珍教授是這樣的一個人。



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輕輕擦身而過的日子在求學時，我倆偶遇於羅富國教育學院。那時，Margaret是走讀生，我卻住宿舍。選讀科目不一樣，但也彼此認識。日子怱怱飛逝，我倆各奔前程。你教小學我教中學！多年不見，原來都曾到英國深造！可惜緣慳一面！

重逢全因幼兒從英國回港後，我倆同樣地投身於師資培育的行列，只是你在澳鬥，我在香港！有趣的是我𠉴居然有同一異象，從中小學老師培訓的範疇，轉移陣地成為「幼兒教師」的培訓者。也因教而知不足，我倆又重逢於香港大學的碩士課程（1988-1990）。「幼兒教育課程」把我倆帶進這特別的園地！又讓我倆有幸地得到蕭佩笙博士（Dr. Sylvia Opper）的栽培，更使我倆對幼兒教育增强了一份使命感。因當時香港的幼兒教師的專業培育，仍是荒蕪之地！

並肩為幼兒終於在 1995年，香港教育學院成立了，幼兒教育也被確立為師資培訓的一學系。意料不到的是，我倆又重逢於蕭博士領導下的幼兒教育學系！我們有緣為幼兒教師的培訓課程作為開拓者。同心協力為幼教盡心盡力。其間困難重重，但幼兒老師的勤奮努力，實給予我們很大的鼓勵，也頗有工作滿足感！可惜兩年很快飛逝，蕭博士退休回國，你被委任為幼兒教

育學系的署理系主任，而我也被委任分院的管理！那一年，我知道你的壓力很大，中間更為了成立幼兒教育學院而奔波，勞心勞力，慶幸的是你已完成了你的博士學位呢！

幼兒教師教育的蛻變在接下來的那段日子，我們見證了幼兒教師培訓的蛻變過程。在助理校長陳鉗笙教授的領導下，果然為香港的幼兒教師教育課程創造了突破性的改變！從合格幼稚園老師的培訓，增強至在職幼稚園教師證書課程（In-service Certificate Course for Kindergarten teacher）；開拓了職前幼稚園教育證書課程（Pre-service Certificate Course for Kindergarten teacher）。在課程設計的過程中，你是主力軍，發揮了你令人敬佩的學養，果斷的領導才能。跟着的是新設立的幼兒教育學士課程，碩士，博士課程的設訂，這些，你都處於主領的位置。在近年你更為學院正名大學而努力！就是你的全情投入，勤奮不邁，你竟然不知身體警鐘已響！終於在手術後，你才放下工作！但記得你手術後，精神回復時，又不自覺地約我，要與你一起把在加拿大得到的個案加以編寫！可惜事與願違，你已力有不逮，回到天父的懷抱中！

Margaret，深信你手所作的工，神必堅立，香港幼兒教育必然繼續勇往直前！

一起走過的日子 – 幼教之旅Memorial Essay by WONG Wai Yum Veronica

黃蕙吟香港教育學院兒童研究與創新中心



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From the bottom of heart, I really felt so sad to say good-bye to Prof. Margaret Wong on 17th March 2012, Saturday.

Indeed, the only “work” that I can do to express my special thanks and to pay my highest tribute to Prof. Margaret Wong is to play the MC role in yesterday’s Memorial Service (21st March 2012, Wednesday): “the first and the last” function where Margaret was the main cast “主角”. It is the great honor and pleasure in my life!

Margaret was the first person / colleague to invite me to teach courses in ECE Physical Education and to supervise ECE students’ Physical Education in the University of Macau in 1991. Since then, I have developed my professional interest in Young Children’s Physical Education and Health. It seems that I fall in love with Early Childhood Education; and Margaret was the “red lady” (紅娘).

To my knowledge, I think…Margaret may be the first promoted Professor (ECE) in Hong Kong. She had held the following FOUR Leadership Elements: (4P)

being Pleasant, being Persistent, being Professional, and keeping Passion…the burning passion in the Heart for ECE.

Although it is a reality that Margaret is in the Heaven now, we may live by with what we have learned from her.

L e t ’s k e e p o n b u r n i n g o u r S p i r i t , brightening our Light, sharing our Love with everyone in every corner for the utmost benefits of young children and our friends, colleagues as well as family members.

人有悲歡離合，月有陰晴圓缺，此事古難全，但願人長久，千里共嬋娟。（蘇軾）

People may have sorrow or joy, by near or far apart, The Moon may be dim or bright, wax and wane, This has been going or since the beginning of time, May we all the blessed with longevity, Though far apart, we are still able to share the beauty of the moon together. (Translated by Shan-Yi Hee in 1998) (The Poem written during the night of the Mid-Autumn Festival of 1076Y by SU Tong Po)

“They that wait upon the Lord shall renew their strength.” (The Bible: Isaiah 40:31)

In Memory of Prof. WONG Ngai Chun, Margaret悼念尊敬的黃艾珍教授

WONG Shu Sing PaulDepartment of Early Childhood Education




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二零一二年二月二十一日在「十五年免費教育的實踐與前瞻」論壇時，突然收到Margaret離世的消息，真令人感到愕然及難過。回想過去的大型幼教活動，皆有Margaret的參與，今年理應也不例外。可惜她的參與，衹是在論壇結束前那一分鐘為她作的默哀！

我與Margaret共事十多年，期間曾一起設計幼兒教育證書、學位及碩士課程，以及推行校本支援計劃。在合作過程中，感受到Margaret對工作的投入及認真。她多年來在幼教的付出和貢獻是有目共睹的。回想在二年前，我們一起到瑞典發表校本支援的研究結果時，已察覺到Margaret常常疲累；看見她日漸

消瘦的身軀，我已請她多留意身體，可惜幼教工作的擔子實在太沉重，終於把她拖垮了。

Margaret是首任兒童研究與創新中心總監，在兒童研究及提昇專業質素方面的工作，已奠立基礎。作為她的繼任人，我會秉承中心的宗旨，與同儕携手實踐我們的使命和夢想。

在二月初，Margaret已受洗成為基督徒。我想Margaret在主的懷中，正享受到神的大愛及平安。

Margaret: 妳常存在幼教同工的心中。我們永遠懷念妳！

對黄艾珍（Margaret）的懷念In Memory of Margaret WONG

鄭佩華香港教育學院幼兒教育學系

備註：此文章曾載於「黃艾珍教授追思錄」，並經作者修訂原文或部份內容後繼獲作者授權刊登於本學報。

Remarks: Permission has been obtained from the author for publication of this memorial essay either in its full version or with modifications.



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一九九零年當我在澳門大學認識黄艾珍教授的時候，她已是推動澳門幼兒教育的骨幹先鋒。雖然我們的教學專業不同，但她為人親切，大家總有很多話題。其後我們先後加入了香港教育學院，並一同在幼兒教育學部工作，所以我們已是二十多年的工作夥伴甚至是戰友。我們在開發香港幼兒教育課程方面有很多合作機會，在她的帶領下，我們學系成功衝破一道又一道難關，開設一個又一個課程，給予無數幼教工作者一個提升質素和發展的機會。她又非常關心學員的需要和培訓，積極為他們爭取和籌劃不同的交流和增潤機會，充實他們的學習。因此她在推動香港幼兒教育發展和提升學員學習方面實在不遺餘力，功績彪炳。她對幼教發展那份熱誠、執著和幹勁，確實令人欽佩。

黄教授人緣甚佳，與同事關係非常好，只要她工作上需要我們，大家都義不容辭，傾力襄助。她性格樂觀和積極，在病魔面前毫不退縮，去年六月探望她的時候，她還談笑自若，精神不錯。去年十二月我們一班同事好友還與她慶祝聖誕、交換禮物、抽獎、拍照……她的歌聲和笑臉仍歷歷在目。我本以為憑著她的意志是可以戰勝病魔的，可是她辭世的噩耗最終還是傳來了。雖然她的離逝令大家甚感哀痛，但我相信在天國的一方她是永生永樂的。對於這位一生貢獻教育的良師益友，我致以萬分的敬意和深切的懷念。

一代傑出幼教先驅A Remarkable Early Childhood Pioneer

黃國茜香港教育學院幼兒教育學系





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It was with great sorrow that I learnt that Prof Margaret Wong had passed away in February 2012. Back in May I actually prepared a different manuscript. After I had written it, however, I noticed that there was too much lamentation in the essay: I was expressing the things that I had left undone and unsaid while she was with us. There were too many regrets.

This time I am taking a different approach. I am not going to talk about anything that is personal. Instead I want to focus on Prof Wong’s contributions to the field of Early Childhood Education so that she will be remembered for her significant role in the Hong Kong early childhood setting.

Prof Wong played a pivotal role in setting the standards in which kindergarten children in Hong Kong are assessed. The performance indicators that she and her colleagues created[1] have allowed kindergarten teachers to assess objectively and systematically the learning and development of young children across the five areas of development—cognition, language and literacy, physical development and health, socio-emotional development and aesthetics. There are three performance levels for each item in the assessment: level 1 to level 3. Teachers are required to observe children during in-class activities and then rate the performance of the children with reference to the descriptors for each item. Where necessary, teachers need to provide examples to justify why a certain performance level has been chosen. The elegance of this method is that, provided that the teachers are familiar with the descriptors, it enables teachers to compare the learning and development of children across schools. Furthermore, children

are not removed from their daily routines for the purpose of assessment. They are directly assessed during their classroom activities: there will be no stress and no tears. The information yield from the assessment can directly inform the teachers whether they should modify their learning and teaching activities.

Principals and teachers have responded favourably to the performance indicators since their introduction. A benefit of the regular use of the performance indicators is that it reinforces what practitioners have already learnt about the learning and development of young children. The teachers become more aware of the learners’ current state of knowledge, attitudes and skills. Such awareness helps the teachers to focus on what they can do further in the form of scaffolding in order to help learners advance to the next nearest level.

From conversa t ions wi th Prof Wong, I understand that she intended to conduct quantitative studies in order to evaluate the validity of her assessment tool. There was the plan to follow a group of children longitudinally in order to investigate whether the teachers’ ratings are predictive of a range of outcome measures (e.g., academic achievement, reading skills, etc.) concurrently and in the future.

Another major contribution, I think, is Prof Wong’s effort to ensure that the Early Childhood Learning Centre (ECLC) at the Hong Kong Institute of Education, places a strong emphasis on the learners’ mother tongue development. While many kindergartens have opted to considerably increase learners’ exposure to English, Prof Wong believed that language is the medium for

In the Footsteps of Prof. Margaret WONG薪火相傳：承續黃艾珍教授的研究腳跡

WONG Kwok Shing RichardDepartment of Early Childhood Education




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thinking, and without mastering a first language, children would find it hard to express complicated thoughts. They would lack the vocabulary to describe concepts and feelings. Following the recommendations of Prof Wong, the children at ECLC are mastering their first language through a language-rich environment in which the four skills of listening, speaking, reading and writing are all integrated and embedded in life-settings that are relevant to their own lives. With respect to English learning, ECLC learners are learning English through informal activities, such as shared-reading, singing rhymes and chanting.

Prof Wong was very keen on conducting longitudinal studies to follow up the first and second language development of graduates from ECLC. She wanted to demonstrate that a less intensive exposure to a foreign language during early childhood may be more favourable to young children’s future language and cognitive development. Sadly, Prof Wong cannot undertake this project herself.

I hope that scholars in ECE will follow the footsteps of Prof Wong and extend the pivotal research work that she has done. In any case, her contributions have not gone to waste and her ideas will live on.

Note

[1] 黃艾珍、容燕文及杜陳聲珮（編）（2007）：《幼教課程本位的兒童評估模式──應用指引》，香港，優質教育基金。

(Wong, N. C. M., Yung, Y. M. A., & To-Chan, S. P. T. (Eds.) (2008). A Curriculum-based Child Assessment Model: User’s Guide. Hong Kong:

Quality Education Fund)



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I met Professor Margaret Ngai-Chun Wong in 1995 when she joined The Hong Kong Institute of Education. Professor Wong served as the Associate Dean (Programmes/ Quality Assurance) for the Faculty of Education studies. She was the third Centre supervisor of The Hong Kong Institute of Education HSBC Early Childhood Learning Centre (ECLC) (2006-11). The ECLC provides quality early childhood programmes for children and provides professional training for students studying early childhood education at the Institute. She was also the Centre Director of the Centre for Childhood Research and Innovation. With the leadership of Professor Margaret Wong, the Centre has committed greatly to conducting and disseminating childhood research and providing professional support services to early childhood and primary education institutions and the community.

Professor Wong has worked on the assessment and improvement of early childhood programmes over the past 15 years. She concentrated specifically on comparative early childhood education of which several book chapters and journal papers have been published globally and in the local region. She served on the editorial boards of several local and international journals. Her works contribute significantly to the development of early childhood education in Hong Kong. Margaret's contribution to the development of an emotional health programme for young children (Zippy’s Friends Programme) - in Hong Kong, Shanghai and Beijing - was tremendous, and many thousands of children and families have been benefited from the programme.

Margaret is a wonderful Christian. She loves the prayer of St. Francis. No matter what has happened, she was always being thankful to the Lord. Through the prayer, Margaret tells us her relationship with God and sends her blessing to her friends and family.

Although we are apart, students, colleagues, friends and her family will always miss her. Her life is a beautiful memory that warms our heart. We shall always be thankful to the Lord for the loving friend that he blessed us with. May Margaret dance in the Lord's Garden and rest in Peace and Joy!

“Dance, then, wherever you may be, I am the Lord of the Dance, said he. And I'll lead you all, wherever you may be. And I'll lead you all in the Dance, said he”. (Lord of the Dance Words & Music by Sydney Carter)

To My Dearest Friend, Margaret悼摯友 – 黃艾珍教授

WONG Mun AmandaDepartment of Early Childhood Education






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親愛的Margaret：

良師難遇，益友難尋，您絕對是我的良師，也是我的一位摯友，是主給我人生道上一份美好的禮物。在工作上，您是我的上司，也是我的師傅。和您共事十二年，我有很多的機會跟您學習。我們一起做學術研究，一起舉辨大型的研討會，一起到外地交流，我在您身上學習到工作要投入，做事要認真，計劃要周詳，處事要靈活。您的領導和教導對我的專業成長影響至深。工作以外，您是我的好朋友，您平易近人，臉上總是帶著親切的笑容。我們都喜歡吃美食，您常常會告訴我那一間食肆什麼是最好吃的，到國外不同的地方要吃什麼。我也喜歡跟您到處找好東西吃，記得您第一次帶我們到澳門玩，您熱心地為我們介紹澳門的美食，路經一間小士多，您會買馬荳糕給我們吃；走過一個路邊攤，您會介紹我們嘗試美味的豬腳薑。當然我們絕不會錯過馳名的澳門蟹粥和葡國菜，短短的三天我們共吃了十八餐，到現在我們還在津津樂道。

您一生為香港幼兒教育的發展發出光和熱，從事幼兒教育多年的您，早已桃李滿天下，受您教誨過的學生，很多已是香港幼兒教

育界內的中流砥柱。香港幼兒教育在近年備受重視，您的貢獻很大，亦深得大家的讚美。在我的眼中，您是一位盡心盡力照顧家人的大家姐，一個很有領導才能的上司，一個溫柔爾雅、和藹可親的姊妹。雖然這一年多您要面對病魔的折磨，但您仍然積極的生活，每次到您家探望，您總會悉心打扮，為我們預備好吃的茶點，還很關心教院的人、事、物。雖然最終您也敵不過病魔，離開我們，但您的聲音及親切的笑容，將會永遠記在我們每一個人的心裡，您留給我們的精神和榜樣，也會深深印在我們的心底。您的離去，是神對您的痛錫和憐憫，回到天家的您，不再受病魔折磨，每天有神的眷顧和保護，我想您在天家一定也會帶着您那親切的笑容看著我們，關心我們。

生有時，別有時，人總要面對死亡。您的離世，我們都感到很難過和惋惜。對於信主的人來說，死亡並不是永別，乃是暫別，深知道將來仍會與您在天家再相見。Margaret，請安息，我會永遠懷念您 !

主內Rebecca Cheung

給黃艾珍教授的一封信Memorial Essay by CHEUNG Hun Ping Rebecca

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唱著「恩典之路」的詩歌，自然地使我勾起從前與黃教授一起相處的點點滴滴，尤其是見證她一步又一步踏上信仰之路 ─ 成為神的女兒。雖然黃教授於去年才信主耶穌，但主早已為她預備恩典之路，牽引她走上盼望之道，無論在高山或低谷，都有主的保護和祝福。她曾說兒時在基督教學校讀書，有一些詩歌是她很喜歡的，一直深刻的記住，這些詩歌更成為她走這人生路的支持和力量，而「恩典之路」就是近期黃教授很喜歡的詩歌之一。

與黃教授共事接近十二載的歲月，從工作以至信仰上，也讓我獲益良多。在工作上，我欣賞她做事井然有序及有條理的組織，有系統的思考能力，以及精湛的分析能力。我更喜歡聆聽她的演講，她演說內容生動有趣，能啟發思考。此外，神恩賜給黃教授有感染別人、教導與領導的才能。她為人積極進取，對工作抱有熱誠，對研究更充滿熱忱，故在幼兒教育及相關研究上成就卓越。尤記得她擔任香港教育學院滙豐幼兒發展中心校監時，積極地倡導我與同事們要進行研究及發展中心的工作；她經常的提點，讓我銘記於心；而在兒童研究與創新中心共事時，她也竭力地推動中心的研究及

專業發展工作。還有她在病榻中，對工作的熱誠也未減退；每次我與同事探望她時，她仍然關心及細心聆聽我們分享工作及學院的近況，並且能對事情作出有系統的分析，以及給予珍貴的回饋。在信仰上，從黃教授在病患中的見證，讓我深刻體悟主對她的愛與恩典：縱使在病患卻沒有埋怨，仍緊緊地跟隨及依靠主耶穌，因她深信主是唯一的盼望。聽著她向神的禱告是滿有力量的，她對主耶穌的「信」，完全感動了我，亦啟迪了我對信仰的反思。記得她曾表示羨慕我們信主的日子比她長久，但她的信靠及與主關係的見證，則不是用信主的年日可量度的。在個人成長上，我從她在病患中的分享，深刻感受到家人及朋友真摰的關懷，也讓我學習到在忙碌的工作中，也要多體會身邊人的需要及感受，多關心及愛身邊的人。這些點滴的回憶及事例，引證了黃教授被神揹著走這恩典之路，實在是何等的奇美。

　　最後，感謝主為黃教授的預備、牽引及帶領，讓她領受主的愛、祝福與保護。而我與一班已信主的同事，深信我們曾在這條恩典及盼望之道路上同行，將來在天家必能與她再共聚。

黃艾珍教授走過的恩典之路Memorial Essay by CHAN Wai Ling

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序在動筆寫這篇文章時，頓然想起一位友人很久很久以前送贈給筆者的一本書，書名為《死亡別狂傲》。這本書是在八零年代出版的。內容抒發作者蘇恩佩在面對即將來臨的死亡那段人生經歷中的細緻心路歷程。其中一章節寫及作者在割除癌腫瘤的手術前夕的見證：

奇怪的是我真的不害怕，本來害怕是正常的，究竟我從何得到那分平靜？在給推進手術室打痳醉針的前一刻，我只有一個很單純的想法：馬上我要失去知覺了，當我醒過來的時候，只有兩個可能，不是在河的此岸，就是在河的彼岸，而兩個可能都是一樣好的。當然我很願意回到這邊來，這邊有我親愛的家人、朋友，不過若是醒來在彼岸，也將有千萬天使迎迓我到天父懷中，我將見到我救主的榮面。至此我悟到原來對生命早已有十分的把握，所以對死亡無所懼怕。

蘇女士在臨終前完成的《死亡，別狂傲》，為世人留下對耶穌的見證—蘇女士一生毫不保留地為主 [神 ]擺上，以致神的能力能夠在一個有着極大限制的身軀裏被釋放出來（香慧文，2012）。可想而知，這位作者正面臨死亡的威脅，但她卻安然找到上帝和自己（軼名，2006）。

同樣地，黃艾珍教授何嘗不在生命的完結前抒發出內心的平靜和平安。這一點可在〈黃

艾珍教授追思錄〉中的文章及在其追思會上，從黃艾珍教授的親友及共事的同僚口中得知。由黃教授口述、黃婥玲（姪女）筆錄的〈受洗見證〉得知黃教授在臨終前的一段日子決定正式加入教會，並在二零一二年二月五日進行灑禮儀式。

在黃艾珍教授的追思會上，看著黃教授的遺照，心中不斷泛起對黃艾珍教授的追憶，手上翻閱着〈黃艾珍教授追思錄〉，惜日與黃教授共事的點滴，仍歷歷在目……記得十多年前因受委任為Field Experience Co-ordinator的關係，也有一段日子和黃教授經常合作，甚至共同做了一項名為A study on the assessment criteria for “Distinction” and “Failure” grades for supervised

teaching of QKT（Chinese）courses 的研究。透過和黃教授合作，我真的獲益良多。及後在黄教授離世前一、二年間，亦因在一次申請院外研究經費建議書時獲得黃教授作為mentor的福氣。還記得當我在預約時間到達黄教授的辦工室時，黃教授很親切地叫我稱呼她為 “Margaret”便可。很感激Margaret在那次會面中，抽取了兩個多小時給我很多寶貴的意見。

往事如煙，但卻不經意地烙印。每逢經過黃教授（Margaret）的辦公室時，仍有一種緬懷過去的情感，因而更感到生命的無常和無奈…… 人生就是這般的無奈！無論人有沒有宗教信仰也必然會知道，有生必有死，因為這是大自然的定律。然而，對那些有基督宗教信仰的人而言，更會明白到如聖經所載，事事也有定

從幼兒教育黃艾珍教授的辭世 – 論死亡課題的哲理Some Thinking on the Philosophical Topic of Death at the

Loss of the Late Professor Margaret WONG in Early Childhood Education

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時（思高聖經，訓 3：1-8）的事實：任何人無論怎樣的迴避，死亡始終要來臨，這是怕不來的，只是時間上的問題而已。因此，我的體會是既生為人，有着這份福氣的同時，亦須緊記人生的短暫和有限，務必按人生的每個階段、每種崗位上也守好本份，竭盡所能盡責地完成(神 /造物主 )所交託的工作，不枉這一生。聖經裏的德訓篇所載「事事有定時」的章節是這樣寫的。

事事有定時事事有時節，天下任何事皆有定時：生有時，死有時，栽種有時，拔除栽種的亦有時；殺戮有時，治療有時，拆毀有時，建築有時；哭有時，笑有時，哀悼有時，舞蹈有時；拋石有時，堆石有時；擁抱有時，戒避擁抱亦有時；尋找有時，遺失有時；保存有時，捨棄有時；撕裂有時，縫綴有時；緘默有時，言談有時，愛慕有時，憎恨有時；作戰有時，和睦有時。（訓3：1-8）

具宗教與哲學理念的「死亡」課題

對一般人來說，他們很喜歡提及「生」的問題，但對「死」的問題，大多數人都不願意提及。然而事實上，生命是無比的奧秘，從出生的那一刻開始，即已漸次的邁入死亡。

「死亡」是宗教與哲學裡一個重要課題，這是由於人會因著對死亡的理解而影響其人生的意義。人目睹親人離世，見他不再有反應，生命不再發揮作用時，始終是難以接受。

死亡的負面涵意死亡的負面涵意是結束生命、投入不可知的世界，剝奪美好事物、離別親友和此一世

界、痛苦的、必然的而且是毫無選擇的餘地、不可替代、不分階級、沒有特權，人人平等（黃美龍，日期不詳）。

自從人出離母胎那一天，直到埋葬，回到眾生之母的懷中那一天，天主為每人指定了一項重大的職務，在亞當的子孫身上，放下了一付重担：各自焦慮，心中恐懼，担心將來和末日（思高聖經，德 40：1-2）。所言的便是人生的痛苦。

死亡的正面意義死亡的正面意義認識生命的偶然與有限性、提示我們要好好生活、激發永生的希望、不執於現世的名聲利益、不在無意義的事上自尋煩惱、追求更高的價值與幸福、靈魂不滅有可能是真的（黃美龍，日期不詳）。

黃美龍（同上）在〈淺談東西方哲學的生死觀〉一文中引述五位哲學家皆認為有靈魂不死之說：

（一）蘇格拉底的見解死後有可能是長眠（無痛苦、煩惱、對反

於人世間的折磨，故是一種收穫）、靈魂不死（可繼續樂事）、可遷移，結果導致不惜死上多次，所以不悲觀、不恐懼。他的弟子柏拉圖也認為靈魂不死，可輪迴，人死後可以選擇再生。柏拉圖的弟子亞里斯多德肯定生命不死，但反輪迴說。因為輪迴說不符形質論。因為必須靈肉結合才是完整實體。而輪迴說則假定輪迴是完整、獨立的實體，靈魂可與任何軀體結合。

（二）笛卡兒的見解提出「我思故我在」的笛卡兒也認為靈魂是

人之為人的主要部份，且是完全獨立的實體，人死後靈魂不滅。

（三）萊布尼茲的見解人和動植物皆由精神體的單子所成，靈魂

是主要單子，可指揮其他的單子活動，主張人死後可獲得最高幸福。



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（四）康德的見解康德也認為靈魂不死，善良靈魂可至上帝

處獲得最高幸福。但他主張「知識」無法證明「靈魂不滅」，因知識屬現象界而靈魂屬本體界，因物自身不可知。故靈魂不滅必須透過道德法則加以設定（Postulate），而接受設定的行為即為信仰。以上幾位哲學家皆主張靈魂不朽。

（五）柏拉圖的見解柏拉圖和基督教義、正統猶太教、回教、

印度教義都有一個共通的想法：死亡並非意識生命的終結。死亡雖是意識存在的終止，卻只是一個幻覺。我們在另一個世界，以另一個形式由死亡中重新活過來。

不難相信有上述宗教信仰的人，在默想死亡時不單止不會迴避，且對即將獲得永生 /滿全的生活抱懷希望。為他們而言，「糊塗的人驚怕而逃避死亡，瘋癲的人找尋而追求死亡，明智的人準備而等侯死亡」可會用得着。對基督徒而言，永生信念，不是從肉體死亡那刻開始，而是從靈性重生的一刻開始，有基督所賜屬靈的生命，基督徒就有赦罪的恩，獲得平安，有作神兒女的福氣，有永生的盼望。於是，人生的價值觀完全改變，對生命的意義有極大的不同看法，於是對死亡會有嶄新的觀點：死不止不可怕，死日還甚至勝於生日。

死日勝於生日？事實上，在天主教思高聖經學會譯釋及出版的《聖經》中，我們可在德訓篇中查閱到以下訓導：

死日勝於生日，往居喪的家去，勝於往宴會的家去，因為喪事是人的結局，活人應將此事放在心上。悲哀勝於歡笑，因為愁容能使心靈舒暢。智者的心是在居喪的家中、愚人的心是在歡笑的家中。（訓 7： 1-4）p. 1046

因此，一個經常有準備接受死亡的心理狀

態，而在有生之年盼望善終，並勉勵善生，這人是多麼有福，多麼明智啊！對於義人的安死，聖經上記載：

義人縱或夭折，亦必獲享安息。因為可敬的老年並不在於高壽，也不在於以年歲來衡量（思高聖經、智4：7-8）。

因此在我們有生之年，我們要好好善渡光陰，修德立功，造福人群，珍惜生命，天天活得精彩，這才不枉此生。

借鑑一個逆行而上的故事反思教養當代兒童應行之路

筆者曾在《公教報》中閱監到一篇極為發人心省的哲理文章〈一切從死亡開始〉，現轉錄如下以作當代兒童應行之路的借鑑：

話說在五十多年前，一篇被美國《老爺》雜誌所徵選為不可思議的一則入選文章中，描述到一位年輕媽媽誕下嬰兒，出世時是死的。經醫生努力急救後，把嬰兒從死門關拉回來，當大家舒一口氣時，給嬰兒的外表嚇了一跳，那是滿面鬍鬚的老頭子，年紀大約八十歲。做母親的誕下怪胎，不知如何是好，但小老頭彬彬有禮，感謝母親懷胎十月帶他來這花花世界。日子一天一天地過，小老頭身軀迅速長大，鬍鬚愈來愈短，頭髮愈來愈黑，皮膚愈來愈光滑。再過一段時間，他由老年變中年，再由中年變成少年。當母親六十多歲的時候，他變成三至四歲的幼兒，最後，他變成嬰孩。

筆者認同盧鋼鍇（2008）對這故事編寫得荒誕有趣之餘，亦認為故事具哲理成份，值得趁此引給幼教持份者借鑑。

正如盧鋼鍇所言，如果人的一生成長過程是由死亡開始，由老年而中年、青年、少年、童年，繼於回復至嬰孩，和一般人正常成長逆向而行，做父母特別困擾。父母一定不能期望「養兒防老」，因為這個兒子愈養愈小，到父母年老，開始要人照顧時，他走回嬰兒歲月，雙方



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都要人扶助，那是多麼令人苦腦的命運。引用這則荒誕的故事去冷眼看現今的世界似乎也是現實的一角寫照。真實的世界當然沒有拖着鬍鬚的嬰兒，但很多兒童很早便沒有了童真。筆者及同僚們亦察覺到幼兒、幼童階段的孩子們說話語氣及語意活像成人，世故得像小老頭。原本是清純美麗的小天使卻擁有心靈上的老。

在數月前參與的一次國際性學術會議交流中，一位講者便說及十歲初的女孩便做媽媽、十來歲的男孩便會作奸犯科，這些事例不好就說出了這些早熟的成人嗎？隨着中年消逝，步入晚年，老人癡呆有可能來臨……這些描述不和《老爺》雜誌的主角差不多？盧先生指出相似之處是愈接近人生終點愈糊塗，分別是一個變回嬰孩的糊塗、一個是正常的老得糊塗。

誠如老生常談，當勸勉人若要活得健康快樂，便須作息有序；人要善導此生，便須依人的生命常態去活，在冥冥中，一切也須依「規律」去行事，不能隨心所慾去任意妄為。在教養孩童方面，例如在嬰幼期教養階段，便須還孩子以遊戲，透過遊戲去發展幼兒的身心成

長，不能以Elkind（2001）所言的成人急不及待「趨促」孩子 “Hurried Child”成長學習而妄顧其適宜的發展步伐。到稍為年長的幼兒階段，則可以按部就班，有次序的教育孩童應學習的知識及德行。但當然，學習知識和培養良好的德育的終極成果取向是不一樣的，雖然兩者也可相輔相成。有說學習可獲得知識，是為了往後的生存和生活；而陶成良好的德育，則是為了永生而在自身方面的預備。

《老爺》雜誌的故事的人生過程是從死亡開始，正常的人生則以死亡為終點。那一種次序會更好？相信大家自有分曉。但願當人在臨近死亡，回顧一生時，願我們都能像《死亡別狂傲》的作者這樣說：『我預備好了，沒有一點遺憾……』

寫後語：真是無獨有偶，原來根據梁長城博士所指，他最近所觀看到的一齣電影，其內容的骨幹大致上與「老爺」雜誌這篇得獎文學作品很相似；也許附錄部份附上介紹這齣電影的網址，方便大家參考。

參考文獻香慧文（2012）。「死亡，別狂傲」— 記蘇恩佩追思會，下載日期30-8-2012，網址 http://www.gospelherald.com.

hk/news/min_2774.htm黃艾珍、黃婥玲（2012）。受洗見證，輯於〈黃艾珍教授追思錄〉，頁3-7，香港。黃美龍（日期不詳）。淺談東西方哲學的生死觀。下載日期30-8-2012，網址： http://w3.ssivs.chc.edu.tw/administration/library/%E6%95%99%E5%B8%AB%E8%AE%80%E6%

9B%B8%E6%9C%83/%E6%B7%BA%E8%AB%87%E6%9D%B1%E8%A5%BF%E6%96%B9%E5%93%B2%E5%AD%B8%E7%9A%84%E7%94%9F%E6%AD%BB%E8%A7%80%20%20%20%E4%BF%AE%E6%AD%A3%E7%89%88.htm

軼名（2006）。靈修分享之死亡別狂傲。下載日期30-8-2012，網址： http://www.hkmlgracechurch.org/pdf/050306.pdf盧鋼鍇（2008.27.4）。一切從死亡開始《公教報》，生活版，頁17。Elkind, D. (2001). The Hurried Child : Growing up too fast too soon. : U.S.A. : New Baskerville.The Curious Case of Benjamin Button: Filmed in 2008, directed by Ficher, David. Retrieved on 4 October 2012, at

website http://en.wikipedia.org/wiki/The_Curious_Case_of_Benjamin_Button_(film)



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楔子我們敬愛的黃艾珍教授安息了，消息傳來令聽聞者莫不惋惜哀慟。黃教授的辭世不僅是香港教育學院痛失良師，也是香港幼教界無可彌補的損失。筆者於2011年夏天就聽聞黃艾珍教授因病請長假在家休養，所幸同年 11月在短促的訪港期間能見到病中的黃教授，尤記得當時剛受洗不久的黃教授不僅淡然自在閒話家常，還頻頻垂詢筆者在台灣的現況，最後還和筆者、張杏冰博士一起牽手禱告彼此祈福，幾句溫馨寬慰的鼓勵猶言在耳，怎奈何斯人已逝音容宛在！

回憶起筆者與黃艾珍教授的淵源，最早可以回溯到筆者在 2005-2008年，應邀擔任香港教育學院幼兒教育學系的 external examiner，在這段期間多次受邀前往教院執行 EE的任務、演講、發表論文等，與黃艾珍教授數度見面會談，從互為景仰到相知相惜。在這段期間也曾邀請黃教授到筆者所任教的台中教育大學，擔任國際研討會專題演講。2008年三月黃教授提出赴港講學的邀請，於是筆者以出國講學名義向原任教學校請假，於2008-2009年到香港教育學院幼兒教育學系任教十一個月。一到教院第一件事就是參與黃艾珍教授所主持QEF資助的「大學—學校支援計畫」幼教機構輔導方案，筆者認為這個計畫對於香港幼教機構教學品質的提升具有深遠的影響，梁長城博士來信邀約為文紀念，本人願以記錄此計畫來緬懷黃艾珍教授對香港幼兒教育的貢獻，何彩華博士是筆者

在本計畫的合作夥伴，是一位理論與實務兼具的優秀傑出學者，更是本計畫主要的教學輔導教授，在計畫執行過程中教導筆者許多香港幼教生態，撰寫本文時徵求何彩華博士同意列為共同作者。

香港教育學院的「大學—學校支援計畫」幼教機構輔導方案，主要目的在協助參與園所發展校本課程（school-based curriculum），因此次標題定為「強化幼教機構實施有效的校本課程」。此方案的特色有三：（一）在建立和發展園所核心小組的自我輔導知能，期望在輔導人員離開現場後，園所本身能持續自我輔導自我改善；（二）結合研究與教學輔導；（三）有系統的出版研究及輔導成果，公開教師知識。此計畫獲得香港政府三年一千萬港幣的資助， 2008年 9月開始執行。筆者於 2008年 8 月下旬抵達香港教育學院，立即獲邀加入研究團隊，擔任觀察員（observer）的工作，負責觀察記錄輔導教授與園所互動歷程。於是筆者從 2008年 9月10日開始，隨同輔導教授何彩華博士入園協助輔導與收集資料。

香港教育統籌局與「優質教育基金」

香港回歸中國政府之後，諸多教育領域革新方案的推動，皆有賴於教育統籌局及「優質教育基金」的經費資助。香港特別行政區的教育統籌局（Educational Bureau, EDB）統管全香港的教育相關業務，每年編列經費預算供作教

黃艾珍教授與「大學 – 學校支援計畫」輔導方案The University-School Support Project—

In Memory of Prof. Margaret WONG

陳淑琴國立台中教育大學幼兒教育學系

何彩華香港教育學院幼兒教育學系



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育建設和改革之用，黃艾珍教授所規畫主持的「大學—學校支援計畫」輔導方案即獲得該局的經費資助，並接受其監督與控管。此外值得一提的還有「優質教育基金（Quality Educational Fund, QEF）」，香港政府於1997年10月的施政報告中宣布設立優質教育基金，用以資助各項有助推動香港優質教育的計畫。設立基金是「教育統籌委員會第七號報告書」的主要建議之一。香港優質教育基金獲得政府撥款 50億港幣，在 1998年 1月 2日正式設立，為教學界所提出有意義的計畫，提供有效的資助安排。基金主要資助屬於基礎教育範圍內（即幼稚園、小學、中學及特殊教育）值得推行的非牟利創新計畫（優質教育基金，2012）。

香港教育學院的「大學—學校支援計畫」輔導方案

計畫全名：大學—學校支援計畫：強化幼教機構實施有效的校本課程（University-school Support Project: Empowering Early Childhood Institutions in Implementing Effective School-based Curriculum, USSP）。如前文所言，此方案的特色有三：（一）在建立和發展園所核心小組的自我輔導知能，期望在輔導人員離開現場後，園所本身能持續自我輔導自我改善。（二）結合研究與教學輔導。（三）有系統的出版研究及輔導成果，公開教師知識。接受該方案輔導園所第一年為 9所、第二年 21所、第三年預計 30所，總計將有 60所幼稚園接受輔導。此項計畫總主持人為香港教育學院幼教系課程總監兼教育研究學院副院長黃艾珍教授，黃教授曾經協助香港教育統籌局與社會福利署訂定和公布「表現指標（學前機構）兒童發展範疇」，供全港幼教機構評估幼兒發展與學習能力使用。在此計畫之前香港的幼稚園也已經先後推行「發展與施行幼稚園校本課程」和「實施幼稚園以課程為本的評量模式（Curriculum-based Assessment）」，這兩項計畫也成為推動USSP這幾項連續性的研究計畫都獲得香港優質教育基金的經費資助。計畫的基本設計分為兩個層次：研究與輔導。計畫的研究團隊原本有四人，由於筆者的加入增為五人。輔導團隊第一年有九人，第二年十五人，輔導人員均為香港

教育學院幼教系現職或退休教師，輔導人員在此方案的正式名稱為「課程發展顧問」。計畫另設有全職的專案經理（Project Manage）一人及專案助理一人，專司連絡、協調、督促與資料收集統整的工作。以下就該計畫的各項特色說明：

（一）建立與發展園所核心團隊的自我輔導能力

筆者根據在台灣輔導幼托機構多年的經驗，以及近幾年為台灣教育部進行的受輔園所的訪視經驗，發現即使是有心改善教學，主動提出申請輔導的園所，在接受輔導的當下和結束時，都能積極回應輔導人員的改善建議，努力改進教學，也確能展現輔導成效。然而因為許多改變和改善措施都是需要投注較多的精力和時間，因此一旦輔導方案結束時，輔導人員一離開教學現場，許多原本輔導成效良好的園所在缺乏有力督促的情況下，很快的又回復到輔導前的教學狀況，甚至更加糟糕，致使原先的輔導成效無法持續，因此如何持續輔導成效是許多教育輔導方案一直想要克服的難題。黃教授的「大學—學校支援方案」輔導計畫在規劃之初就思考到這個問題，因此提出建立與發展園所核心團隊輔導能力的構想，希望透過輔導人員的輔導策略和技巧的示範和引導，發展學校核心團隊的自我輔導能力，以持續教育輔導的效能。

核心小組（Core Team）是指包含校長在內，由受輔園所自行選派優秀主任或教師組成種子核心小組隊，根據觀察核心小組成員大多為學年組長或主任，輔導人員會以研習，工作坊，讀書會，進班觀察，教學前教案分析討論會，期末課程發表、分析示範，輔導技巧示範、分析等方式，針對核心團隊進行輔導。輔導人員有兩個重要任務：1. 協助受輔園所教學團隊發展規劃與實施校本課程的知能；2. 促進核心小組輔導自己園所教師發展學校本位課程的能力。輔導核心小組的運作模式請參見附錄一（大學—學校支援計畫進度）。



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（二）結合研究與教學輔導研究團隊負責輔導計畫的設計、執行、督導與撰寫期中和期末報告，同時也負責相關研習課程的規劃和授課工作。在計畫執行期間研究團隊的成員必須跟隨輔導人員進入受輔園所，協助進行輔導和收集研究相關資料，換言之，研究團隊以觀察者的角色陪同輔導人員進入園所，一方面觀察記錄輔導人員和園所核心團隊的互動歷程和輔導策略，一方面提供輔導必要的協助，同時也擔任輔導人員的輔導顧問角色。研究團隊在第一年接受輔導的園所中，挑選三所各具代表性的園所接受觀察與研究，由三位研究團隊成員分別負責一所受輔園所的資料收集與研究工作。

（三）出版與公開研究與輔導成果出版分兩個層次，第一層次：輔導團隊在結束第一年的輔導方案後，必須整理分析並撰寫各自的輔導案例，準備出版輔導成果專輯，也是「優質教育基金」的成果報告之一，這份專輯「幼教校本課程發展的實踐」在2011年6月出版，不僅是研究團隊的研究成果，也是夥伴學校的教學成果，並提供給全港幼稚園作為參考，（黃艾珍、容燕文、譚美顏主編，2011）。第二層次：研究團隊必須負責完成各自的研究報告，並積極尋求國際期刊上的發表。另外在第一年計畫結束時舉辦輔導經驗分享研討會，由第一年的受輔學校向新一輪的參與學校進行經驗分享。

（四）香港園所的輔導案例筆者參與輔導的是位於九龍沙田的「九龍城浸信會禧年幼稚園」，是教會團體所創辦的幼兒園，座落在香港典型屋村的地面一樓。收托幼兒K1-K3上下午班各兩班，全日班K1-K3各一班。與許多教會附屬的幼兒園一樣，因為與教會共構，學校教室空間在假日必須提供教友聚會與辦理活動使用，因此每到週五下午學生放學後，各班老師必須小心收拾和掩蓋教室裡的教具教材，以避免被假日使用教室的人所破壞，也因此很難落實執行學習區活動（陳淑琴、何彩華，2011）。幼教學界近年來積極推動

幼兒園的自由遊戲與學習區教學，但是香港的幼教機構普遍因為教室空間狹小和使用限制，無法落實學習區教學，也因此發展出結合類似分組活動與學習區教學的特殊模式。

輔導團隊入園輔導的期限由 2008年 9月10日開始到 2009年 7月 14日為止，每月入園兩次，每次三小時，共到園輔導 24次（第二年改為入園 17次）。筆者以觀察者身分共到園 20次，每次皆全程參與，包括負責一個班級的教學觀察和記錄、記錄每次檢討會輔導教授與教學者和核心團隊的互動與對話、必要時提供專業建議，也曾經就台灣幼兒園的校本課程，為輔導園所進行一次研習課程。禧年幼稚園的核心小組成員包括校長、及三位學年組長，三位學年組長都是上午半日班的帶班教師，教學研討與專業對談都是利用下午時段進行，若輔導人員需要課室觀察和進行試行教學，則安排部分上午時段。每學期一次的「試行教學」固然是校本課程的實驗（tryout），同時也是核心小組課室觀察和提供同儕教學回饋的技巧訓練機會，進行方式請參見附錄二。實際輔導內容、方式與歷程請見附錄一（大學—學校支援計畫進度）。

結語綜合言之，由黃艾珍教授與香港教育學院兒童研究與創新中心所規畫推動的「大學—學校支援計畫」輔導方案，最大的特色在考量到如何持續輔導成效，輔導重點不僅在協助受輔園所發展校本課程的知識與能力，也在建立與促進園所本身的自我輔導和自我改善的知識和能力。原來「大學—學校支援」的支援網絡（Supporting Network）是包含大學和受輔學校本身的教學支援系統，核心小組所扮演的角色就是學校內部的支援系統，這個內部的教學支援系統才是能否持續輔導成效的關鍵。因此建立園所的種子核心團隊和發展核心團隊的自我輔導能力，就教育輔導而言，其重要性絕不亞於發展園所本位課程規劃與教學實施的能力。事實上，無論任何形式的教育輔導都是建立在人與人的互動關係上，必須是輔導人員和受輔園所兩相情願，最好是情投意合、互信互助，並



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參考書目陳淑琴、何彩華（2011）。邁向統整的教與學。黃艾珍、容燕文、譚美顏主編：《幼教校本課程的實踐（頁91-

102）》，香港，香港教育學院兒童研究與創新中心。黃艾珍、容燕文、譚美顏主編：《幼教校本課程的實踐》，香港，香港教育學院兒童研究與創新中心。優質教育基金（2012）。優質教育基金計劃類別。Retrieved from http://qef.org.hk/big5/main.htm?plan/plan02.htm

且需要長期投注發展夥伴關係，但是再和諧的合作關係還是有結束的時候，輔導成效要落地生根，就必須透過輔導知能的技術轉移，培養

園所自我輔導與自我改善的能力，方能長久持續輔導成效。



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附錄一：「大學—學校支援計畫」計畫進度

月份活動項目2008.09-10月各參與學校出席兩次研討會

成立校內課程核心小組07-08年度課呈現況分析及評鑑訂定校本課程發展目標擬訂課程計畫策劃試行教學活動（一）

2008.11-12月試行教學活動（一）課後檢討校本課程設計及教學經驗分享（全校參與）

2008.12-2009.01月檢視08-09年度（11-12）課程校本課程設計及教學經驗分享（全校參與）

2009.01月檢視08-09年度（1-2月）課程校本課程設計及教學經驗分享（全校參與）

2009.02月檢視08-09年度（3-4月）課程策劃試行教學活動（二）

2009.03-04月試行教學活動（二）課後檢討校本課程設計及教學經驗分享（全校參與）

2009.05月檢視08-09年度（5-7月）課程校本課程設計及教學經驗分享（全校參與）

2009.06-07月課程發展顧問與參與學校共同檢視進行課改的問及解決方法滙集經驗做反思報告及制定來年發展方案

2009.08月與新一輪參與學校進行經驗分享實踐新一輪課程發展方案（第13個月至第24個月）

附錄二：第一次試行教學活動安排

月份工作2008.10-11月各年級自選一個單元或主題

擬訂教學計畫包括：教學目標、教學策略、兒童評估及教學評鑑方法

2008.11-12月修訂及實施課程計畫錄影20-25分鐘教學活動課程發展顧問及核心小組成員在校內進行同儕觀課

2008.12月 -2009-01月校本課程設計及教學經驗分享 (全校參與 )



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鳴謝學報評審Reviewer Acknowledgement

本學報蒙下列人士為第11卷第1及2冊擔任文稿評審，《香港幼兒學報》編委會特此鳴謝。

The Editorial Board would like to thank the following individuals for reviewing manuscripts for the Hong Kong Journal of Early Childhood during the preparation of the issues of Volume 11, Number 1& 2.

AU Mei Lan (The Hong Kong Institute of Education, Hong Kong)CHAN Kam Wing Paul (The Hong Kong Institute of Education, Hong Kong)CHAN Mei Sheung Christine (The Hong Kong Institute of Education, Hong Kong)CHEN Shu Chin Susan (National Taichung University, Taiwan)CHEUNG Pui Yee Peggy (The Hong Kong Institute of Education, Hong Kong)CHIEN Chu Ying (National Chengchi University, Taiwan)HO Fuk Chuen (The Hong Kong Institute of Education, Hong Kong)HSU Wen Yau (National Chengchi University, Taiwan)KWAN Che Ying (The Hong Kong Institute of Education, Hong Kong)LAM Chi Ming (The Hong Kong Institute of Education, Hong Kong)LAM Tak Shing John (The Hong Kong Institute of Education, Hong Kong)LAU Grace (The Hong Kong Institute of Education, Hong Kong)LEE I Fang (The University of Newcastle, Australia)LEE Kwai Sang (The Hong Kong Institute of Education, Hong Kong)LEUNG Bo Wah (The Hong Kong Institute of Education, Hong Kong)LEUNG Chi Cheung (The Hong Kong Institute of Education, Hong Kong)LEUNG Man Tak (The Hong Kong Polytechnic University, Hong Kong)LIM Swee Eng Audrey (Nanyang Technological University, Singapore)LUK CHIU Kwan-hung, Angela (Luk Chiu Kwan Hung's Child Development Research Centre, Hong Kong)PANG I Wah (The Hong Kong Institute of Education, Hong Kong)SO Kam Hoi Lydia (The University of Hong Kong, Hong Kong)TANG Fu Chun (National Taiwan Normal University, Taiwan)TSANG Kwan Lan Vicky (The Hong Kong Institute of Education, Hong Kong)TSUI Kwok Tung (The Hong Kong Institute of Education, Hong Kong)WAN Wai Yiu Milton (The Chinese University, Hong Kong)WONG Shu Sing Paul (The Hong Kong Institute of Education, Hong Kong)WONG Siu Man (The Hong Kong Institute of Education, Hong Kong)WONG Yau Ho Paul (The Hong Kong Institute of Education, Hong Kong)YEUNG Kwok Keung (The Chinese University, Hong Kong)YIP Lai Chi Rita (The Hong Kong Institute of Education, Hong Kong)ZHOU Jing (East China Normal University, China)ZHU Jia Xiong (East China Normal University, China)



132


訂閱費以一個年度計算，訂閱者須預先繳付費用，以領取於該年度出版的兩冊《香港幼兒學報》。本學報約於每年5月及11月出版。訂閱費已包括郵資（學生訂閱費用並不包括郵資，訂閱者必須自行領取學報）。Subscriptions are pre-paid on a calendar-year basis according to the following rates, inclusive of postage (subscription fee for students is exclusive of postage; subscribers should collect the Journal in person). The Journal is usually distributed in May and November.

訂閱費用 Subscription Fee(1) 個人或機構 Individual or Corporate : 每年港幣 60 元正 HK$60 per year(2) 香港教育學院幼兒教育課程學生 ECE Students of HKIEd : 每年港幣 40 元正 HK$40 per year(3) 幼兒教育機構或小學一次過訂閱3年或以上（8折）每年港幣 48 元正 One-off subscription for 3 years or more by early (20% off) HK$48 per year childhood institution or primary school:

付款方法 Method of Payment(1) 將款項存入東亞銀行，帳號為195-25-00002-0（香港教育學院），並將存根正本及本表格交《香港幼兒學報》編委會；或 Please transfer the payment to The Bank of East Asia A/C# 195-25-00002-0 (The Hong Kong Institute of Education) and send

the original copy of the receipt along with this form to the HKJEC Editorial Board; OR(2) 以劃線支票付款（抬頭：香港教育學院），並於支票背面寫上姓名，連同本表格交《香港幼兒學報》編委會。 Please enclose a crossed cheque payable to “The Hong Kong Institute of Education” (please write down your name on the back

of the cheque) and send it with this form to the HKJEC Editorial Board.　　《香港幼兒學報》編委會地址：香港新界大埔露屏路10號香港教育學院幼兒教育學系

Address of the HKJEC Editorial Board: Department of Early Childhood Education, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong.

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*請刪去不適用者 please delete as inappropriate.本人本機構* 欲訂閱及或補訂以下年度之《香港幼兒學報》（請於適當空格內填上訂閱數量）：

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《香港幼兒學報》訂閱表格Hong Kong Journal of Early Childhood (HKJEC) Subscription Order Form

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幼兒教育機構或小學一次過訂閱3年或以上（8折：每年港幣 48 元正）

One-off subscription for 3 years or more by early childhood institution or primary school (20% off HK$48/year)

年度 Year of Publishing訂閱者類別 Subscriber’s Category

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大埔校園 Tai Po Campus 市區分校 Town Centre如表格不敷應用，歡迎自行影印。Please make extra copies of this order form if necessary.



徵　稿

《香港幼兒學報》是為香港幼兒教育工作者而設的專業期刊，每年出版兩冊。《香港幼兒學報》編委會現誠徵各類有關幼兒教育、照顧及發展的文章，題材不限，不同類別而有關家庭與孩子成長的文章也無任歡迎。

本學報的辦刊宗旨是為香港幼教同仁提供一個分享知識和經驗的園地，以及辯論不同議題的平台；為實踐優質幼兒教育作出貢獻；及讓幼教研究成果和創新實踐經驗得以發表。學報可透過專題形式刊出，故編委會歡迎各界人士就專題項目提供意見。

《香港幼兒學報》第12卷第1冊將於2013年5月出版，主題為「數碼世代與兒童成長」，歡迎有興趣的人士來稿。稿例刊於本學報封底內頁。

Invitation to AuthorsHong Kong Journal of Early Childhood (HKJEC) is published twice a year especially for early childhood educators in Hong Kong. The Editorial Board of the HKJEC invites contributions on all aspects of the education, care, and development of young children. Contributions from all disciplines concerned about young children and their families are welcome.

At times, articles may be published under a special theme. The Editorial Board welcomes suggestions for themed issues. The journal aims at providing opportunities for Hong Kong’s early childhood professionals to share their experience and knowledge, and debate issues; to contribute to quality early childhood practices; and to disseminate research findings and innovative practices.

Contributions are invited for the next edition of the HKJEC Volume 12, Number 1, “New Technologies and Young Children”, to be published in May 2013. Notes for contributors can be found on the back inside cover of this journal.

SubscriptionsPlease contact the HKJEC for details of subscriptions through email ([email protected]) or by post to the Editorial and Publication Office. A subscription order form can also be found on the last page of this journal.

Editorial and Publication OfficeDepartment of Early Childhood EducationThe Hong Kong Institute of Education10 Lo Ping Road,Tai Po, New Territories, Hong KongFacsimile: (852) 2948 7160E-mail: [email protected]: http://www.ied.edu.hk/ece/publications/journal/journal.html

AcknowledgementOur thanks to The Hong Kong Institute of Education and Educational Publishing House Limited for sponsorship of the publication from 2002 to 2014 and all the reviewers who have contributed their expert advice to the journal.

Views published in the journal do not necessarily represent those of the Editorial Board, the Department of Early Childhood Education, The Hong Kong Institute of Education or Educational Publishing House Limited.

Copyright© 2012 The Hong Kong Institute of EducationAll right reserved. No part of this publication may be reproduced or distributed in any form or any means, or stored in a database or retrieval system, without the prior permission of The Hong Kong Institute of Education.

ISSN 1682-878X

Edition EditorsDr. LAU Grace 劉慧中博士The Hong Kong Institute of Education, Hong Kong

Dr. LEUNG Cheung Shing Sam 梁長城博士The Hong Kong Institute of Education, Hong Kong

Editorial Board (2012-2013)Dr. HO Choi Wa, Dora 何彩華博士The Hong Kong Institute of Education, Hong Kong

Dr. KOONG, Maggie 孔美琪博士Victoria Educational Organization, Hong Kong

Dr. LI Hui 李輝博士The University of Hong Kong, Hong Kong

Dr. WONG Wai Yum Veronica 黃蕙吟博士The Hong Kong Institute of Education, Hong Kong

Ms. YEUNG Suet Ching Priscilla 楊雪貞女士Yew Chung Education Foundation, Hong Kong

Panel of Advisors (2012-2014)Professor CHEN Lung An 陳龍安教授Shih Chien University, Taiwan

Professor CHOU Su Hui 周淑惠教授National Hsinchu University of Education, Taiwan

Dr. HSUEH Yeh 薜燁博士The University of Memphis, USA

Professor LAU Shing 劉誠教授Hong Kong Baptist University, Hong Kong

Dr. LIM Swee Eng Audrey Bernadette 林瑞瑛博士Nanyang Technological University, Singapore

Professor SIEGEL LindaUniversity of British Columbia, Canada

Professor YU Yong Ping 虞永平教授Nanjing Normal University, China



香港幼兒學報Hong Kong Journal of Early Childhood

稿　例《香港幼兒學報》是為香港幼兒教育工作者而設的專題

刊物，每年出版兩冊。本刊專為業內同仁，特別是對

幼兒教育、照顧及發展感興趣的人士，提供一個專業

討論的平台。編委會歡迎各界人士提供稿件，來稿請

參照以下規則。

所有論文於刊登前，均會經不記名的專業評審。來稿

者請注意下述格式要求：

1. 中文或英文論文均可；

2. 語言應簡明易懂，雅俗共賞；

3. 英文論文篇幅不可超過 3,000字，中文論文則不可

超過5,000字；

4. 於論文首頁提供 100至 150字的英文摘要及不多於

200字的中文摘要；

5. 英文論文的格式及附註須遵照美國心理學協會最新

出版的《美國心理學協會出版手冊》制定；中文論

文方面，如須加附註資料，應註明作者及著作出版

年份；參考書目應放於主體文章之後，以作者姓氏

漢語拼音以及著作出版年份排序。編委會備有一套

慣用之學術著作引證系統，如有需要，歡迎電郵至

[email protected]索取；

6. 打字：

-字體：英文-Times New Roman；中文-細明體

-紙張大小：A4

-紙張方向：縱向

-字體大小：12點7. 請附另紙列明作者姓名、聯絡地址、所屬機構及職

銜；每頁均須註明頁碼及論文題目；

8. 除專題論文外，編委會亦歡迎各界人士隨時提供幼

教工作者感興趣的論文；

9. 論文請以微軟文字處理格式（MS-Word）儲存，透

過電郵（[email protected]）送交《香港幼兒學報》編

委會；或將論文儲存於電腦磁碟或光碟，寄往香港

新界大埔露屏路 10號香港教育學院幼兒教育學系

《香港幼兒學報》編委會；

10.編委會保留對來稿作修訂的權利，如來稿需大幅修

訂，編委會將知會有關作者。

Notes for Contributors

The Hong Kong Journal of Early Childhood is published twice a year especially for early childhood educators in Hong Kong. It provides a forum for professional dialogue among educators in the field, particularly those who are interested in the education, care, and development of young children. The Editorial Board welcomes articles from authors for consideration for publication in the journal. Authors are asked to follow the guidelines below when preparing their manuscripts.

All manuscripts are subject to anonymous review and authors should take note of the following guidelines: 1. Language can be in Chinese or English;2. Papers should be written in a clear and concise style;3. Word count for papers in English should not exceed

3,000 words; for papers in Chinese, no more than 5,000 characters;

4. An abstract of 100-150 words in English and no more than 200 characters in Chinese should be provided on a separate page at the beginning of the paper;

5. Papers written in English should follow the guidelines (including the citation format) of the latest Publication Manual of the American Psychological Association;

6. Typing: - Font type: English - Times New Roman; Chinese - 細明體

- Paper size: A4 - Paper orientation: Portrait - Font size: 12 point7. Name, affiliation, position, and corresponding address

of author(s) should be listed on a coversheet only; page numbers and a running header of the title of the paper should be provided on each page;

8. In addition to the contributions on specific themes, the Editorial Board is pleased to receive papers at any time on topics of interest to early childhood educators;

9. Please send submissions to the Editorial Board of the Hong Kong Journal of Early Childhood, on diskette or CD in MS-Word format, through e-mail ([email protected]), or at Department of Early Childhood Education, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong;

10. The Editorial Board reserves the right to edit manuscripts. Contributors will be contacted if substantial revision is recommended.



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