The Singapore government has launched kindergarten curriculum reform since 2003 to
promote constructivism in teaching and learning, which seems to contradict the traditional …

This study investigated the pedagogical interactions between teachers and young children
in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were …

In our graduate programs in early childhood education, we model constructivist practice in
the belief that teachers are better able to understand and implement constructivist principles …

Although Japanese educators generally do not label themselves as constructivists, or do not
necessarily think in these terms, it appears that they intuitively implement constructivist …

The present study examines what types of dialogic teaching patterns can be identified in the
early school years, and how teachers scaffold children's participation and shared …

Hong Kong has launched reforms to advocate child-centred pedagogies in kindergartens
since 2000. This study examined the actual pedagogical interactions in eight kindergarten …

Collaborative reflection refers to the process by which members of a community reflect
through social interaction, as well as to the outcomes of this process. In this study, we …

This chapter considers pedagogical practices in Hong Kong kindergartens. First, it
addresses some macro-level changes which have influenced classroom practice. Second, it …

The present study explored patterns of dialogic teaching in kindergarten classrooms across
two countries with different educational systems and cultural backgrounds: Finland and the …

Dialogic teaching has been demonstrated to be conducive to the development of important
competencies and skills such as creativity, communication skills and critical thinking skills …