A Comparative Study on the Preschool Physical Education Curriculum in Zhuhai, China and Macau Government Kindergartens

Paul Shu Sing WONG Hong Kong Institute of Education

Early childhood education (ECE) is an accepted culture both in Zhuhai, China and Macau. The purposes of this descriptive study were two-fold : to examine and compare the existing preschool P.E. curriculum in the government kindergartens of Zhuhai and Macau; and to make recommendations on the reform of the preschool P.E. curriculum in the two cities. In the study, data were collected by participant observation, unstructured interviews and questionnaire. According to the findings, some major similarities in preschool P.E. curriculum were discovered in the government kindergartens of the two cities. It was obvious that well-trained preschool teachers, who were diploma holders in ECE, were recruited by the government kindergartens. Besides, the P.E. content covered the fundamental movement skills, games and large apparatus exercises. Also, games day and mini sports day were organized yearly in kindergartens. In addition, preschool teachers employed the directed teaching method. Furthermore, first-aid equipment was sufficient and in general, the safety measures for physical activities were appropriate. Constructive recommendations on the reform of preschool P.E. curriculum in the two cities were made in the final part of the paper.

中國珠海和澳門政府幼稚園體育課程的比較

學前教育已在中國珠海和澳門成為被接納的文化。本研究的目的有兩個，首先探研和比較珠海和澳門現在的幼兒體育課程；和提出課程的改革建議。研究的資料搜集方法包括：參加幼兒體育觀察、非系統式訪問（校長）和問卷調查（十一間政府幼稚園）。研究結果顯示兩地的幼兒體育課程有下列相同之處：接受過專業幼師培訓的教師；幼體活動主要包括基礎活動技能，遊戲活動和大肌肉活動；每年舉辦遊戲日或小運動日；直接教學法廣被教師採用；足夠急救和醫療設備；和足夠體育安全措施。最後本文更為兩地政府幼稚園體育課程提出有建設性和具體的建議。

Introduction

The period of early childhood ( 3-8-year-olds ) is crucial for learning developing (Skinner, 1979; Kelly & Kelly 1985; Opper, 1992 ). It is highly associated with the Fundamental Movement phase of motor behavior ( Gabbard, 1992; Gallahue, 1989; Wickstrom, 1983 ). This is a unique and crucial period in which positive attitude and appreciation for a lifetime of participation in regular health-related physical activity is formed ( COPEC, 1994 ). In fact, for young children, movement is the essence of their lives ( Gallahue, 1996 ). Movement influences and is influenced by all aspects of development, including motor, cognitive and affective domains of children’s behaviors ( Gallahue, 1996 ).

In early childhood education (ECE), movement or physical play is the course of all learning ( Vannier & Gallahue, 1978 ). Therefore, motor learning and development through spontaneous physical play or free play, and time-table physical education (P.E.) are essential portions of ECE curriculum. Structured P.E. is highly recommended in preschool programs by the Council of Physical Education for Children (COPEC, 1994 ), the National Association for the Education of Young Children (Breakamp, 1987 ) and the U.S. Department of Health and Human Service (1992). As a result, planned movement experiences and P.E. are the integral part of total educational program for young children with the ultimate aims at learning to move and learning through movement.

Preprimary education (from age 3 to 6) is an accepted part of the cultures of Zhuhai, China and Macau. In Zhuhai, young children receive pre-primary education in kindergartens which are named as nurseries in China. In Macau, young children go to a kindergarten which is registered with Macau Education and Youth Department. Preschool P.E., including both structured P.E. and free physical play, (mainly outdoor activities ) is a compulsory and well-planned unit in Zhuhai’ ECE program. However, structured P.E. is only a supplementary and freely-planned physical activitity in ECE curriculum of Macau. Since 1956, the Zhuhai government has established five government kindergartens. The Macau government has already constructed six government kindergartens. A pilot scheme on conducting structured P.E. curriculum was started in Macau government kindergartens in 1995.

Nowadays, all teachers of government kindergartens have adopted a newly devised P.E. curriculum in ECE. However, in Zhuhai. an ECE curriculum guide clearly stipulates the preschool P.E. guidelines for early childhood educators.

In the development of preschool P.E. curriculum, there exist many major obstacles. According to Wong’s studies in ( 1992 ; 1993a ; 1993b ; 1996 ; 1999 ). Listed below are the major constraints :

1. The over-emphasis on academic-oriented preschool curriculum from early childhood educators ; 2. The over-emphasis on academic performance from parents ; 3. The lack of preschool P.E. facilities and equipment; particularly the outdoor playgrounds and large apparatus; 4. The lack of teaching resources for teaching preschool P.E.; 5. The insufficient period and time for P.E.; 6. The insuifficient professional training in preschool physical education in training institutions ; 7. The inadequate support from advisory and inspectorate from the Departments concerned ; and 8. The insufficient provision of in-service teacher education programmes in preschool P.E.

Sylvia Opper (1994 ) has found that Hong Kong parents and preschool teachers agree that preschool teachers are primarily responsible for pre-academic and self-expression. Also, parents rank pre-academics as the important category in the categories of early learning. Parents and preschool teachers do not take primary responsibility for the promotion of motor-physical skills. The results is that both parents and preschool teachers may not particularly value preschool P.E.

This is dangerous and does not serve the interests and well-being of young children. Opper (1994) has emphasized that during the preschool period, children acquire and consolidate many motor skills that not only serve as foundations for later physical development but also contribute to cognitive, social and emotional skills. Therefore, for overall development to proceed smoothly, young children need ample opportunities to exercise and practice motor and physical skills through a well-designed preschool P.E. curriculum.

With the understanding of the general situation in preschool P.E. curriculum in Zhuhai and Macau, the present study seeks to examine and compare the existing preschool P.E. curriculum in the government kindergartens of Zhuhai and Macau; and to make recommendations on the preschool P.E. curriculum in the two cities.

Method

A descriptive research approach was adopted in the study by the use of participant observation on the kindergartens, unstructured interview with kindergarten principals and a questionnaire on the implemented preschool P.E. curriculum. All the government kindergartens in Zhuhai and Macau were involved in the study (Five in Zhuhai and six in Macau respectively). To obtain sufficient information, a self-devised questionnaire was employed (Wong, 1996).There were six sections in the questionnaire: the Background, P.E. Curriculum, P.E. Facilities and Equipment; Teaching Resources; Safety Precautions and the Teachers. Principals of the kindergartens were invited to fill in the questionnaire. In order to obtain a thorough understanding of the implementation of the adopted P.E. curriculum in the kindergartens, unstructured interviews were conducted with the principals of the kindergartens. Also, participant observation was employed in the study by directly observing program implementation and physical activities involved in the kindergartens.

For data analysis in the study, three alternative approaches were employed - Instinct, Qualitative and Quantitative analysis. Analysis by instinct was adopted for the rich data collected by participant observations. The information collected from the interviews was recorded and analyzed under the six sections as categorized in the questionnaire. Finally, the data gathered from the questionnaire were analyzed directly by description. Major methods employed in the analysis of data included frequency counts, sums and means.

Result

The integrated results of the study from the questionnaire, unstructured interviews and observation were summarized in the following Table:

A Comparative Study on the Preschool P.E. Curriculum in Zhuhai & Macau Government Kindergartens

Background Zhuhai Macau Establishment Year Since 1956 Since 1989 No. of Gov’t Kgs 5 6 Gov’t Dept. Ed. Committee Ed.& Youth Dept. ECE Section Preschool & Primary Section Curriculum Centralized National Centralized Preschool Curriculum, ECE P.E. Curriculum since 1995 for K1 & K3; 1996 for K2 School Fee Monthly FREE Pupils Civil Servants’ children Macau children of preschool ages Qualification of Teachers Diploma in ECE Diploma in ECE B.Ed. in ECE No. of Teachers Total : 92 Total : 45 Average : 23 Average : 9 No. of Pupils Average : Average : K1 : 128 K1 : 55 K2 : 148 K2 : 38 K3 : 140 K3 : 50 No. of Classes Average : Average : K1 : 3.25 K1 : 2.8 K2 : 3.5 K2 : 1.8

K3 : 3.5 K3 : 2.2 Teacher to Pupils Average : Average : Ratio K1: 1 : 16 K1: 1 : 27 K2: 1 : 18 K2: 1 : 25 K3: 1 : 17 K3: 1 :23 (1 : 17) (1 : 25 ) Two teachers & one One teacher Caregiver P.E. Curriculum Time-table Whole-day Whole-day 7:30am-12:20am 9:00am-11:45am Lunch & nap Lunch & nap 2:30pm-4:30pm 2:15pm-3:30pm Teaching Approach Activity Approach Activity Approach Thematic Approach Thematic Approach Directed Teaching Method Directed Teaching Method Implementation Compulsory Time-tabled Free play & P.E. Free play & P.E. Frequency & Time Daily: 2 hrs. outdoor Daily:30-45 mins Free Play Free Play Weekly: 1 hr. P.E. Activities Body Movement Body Movement Manipulative Exercises Manipulative Exercises Rhythmic Exercises Rhythmic Exercises Outdoor Exercises Curriculum Meeting 3 Kgs No formal meetings No formal meetings Yearly plan Yes No P.E. uniform No No Evaluation Skill-based No Other Activities Game Day, Parent & Games Day Children Day

P.E. Facilities & Equipment 2 Indoor Playground Average : 196 m Insufficient data 2 Outdoor Playground Average : 2005 m Insufficient data 2 Only 3 Kgs have (300-3800 m ) ** Inadequate ** Adequate Large Apparatus Iron climbers See-saws Rope climbers Slides Slides Swing Swing See-saws Merry-go-round ** Adequate ** Inadequate Small Apparatus Rubber balls Rubber balls Bean bags Bean bags Small ropes Small ropes Hoops Hoops Mini stilts Etc. Mattress Used Tyres ** Adequate ** Very inadequate Maintenance & Checking Always Always Cleaning Always Always

Teaching Resources Periodical subscription Yes 2 Kgs, Yes; References Sufficient Insufficient Cassette Sufficient Insufficient (Music & Songs) P.E. & Health Corner Yes No Safety Precautions Medical room One per Kg No First-aid equipment Adequate Inadequate Procedure for handling Yes Yes accident Covering posts & wall 4 Kgs No No edges Pupils’ health check-up Daily No First-aider (Teachers) No Yes

Pupils’ health record Yes Yes

Recommendations

Based on the findings, sufficient and illuminate information has been collected from this study. It provides important implications for the preschool P.E. curriculum reform in the government kindergartens in Zhuhai and Macau. Listed below are the SIX major recommendations: government’s role and support, P.E. curriculum reform, P.E. facilities and equipment, P.E. teaching resources, and teachers.

1. Government’s Role & Support

The degree of the government’s willingness to accept constructive suggestions from educators and experts has a great influence on the provision of quality early childhood education. The recommendations include:

* provision of adequate preschool P.E. in-service training programs for early childhood educators ( Zhuhai and Macau ) ;

* supplying extra professional staff in the ECE section for curriculum planning and kindergarten supervisions and inspectorate work ( Zhuhai and Macau ) ;

* supplying extra money for running government kindergartens; ( Zhuhai and Macau);

* organizing local and national symposiums and workshops in preschool P.E. ( Zhuhai and Macau ) ;

* conducting preschool teachers' exchange programs for peer observations and visits ( Zhuhai and Macau ) ; and

* promoting a better image of government kingergartens which are high quality preschool ( Macau ).

2. Preschool Physical Education Curriculum Reform

Both structured P.E. and unstructured P.E. are crucial for children’s well-balanced development. There is an urgent need for reform in the existing P.E. curriculum. The following recommendations can be considered :

* establishing a P.E. curriculum reform team to deal with matters on innovation ( Zhuhai and Macau ) ;

* compiling preschool P.E. teaching handbook, guidelines and syllabus for teachers; ( Zhuhai and Macau ) ;

* inviting preschool P.E. experts to be consultants of curriculum reform ( Zhuhai and Macau ) ;

* increasing the frequency of structured P.E. lessons (Zhuhai) and,

* implementing structured and non-structured P.E. lessons in daily time-table strictly ( Macau ) .

3. Physical Education Facilities & Equipment

Adequate P.E. facilities and equipment is one of the key factors to a successful P.E. program. Recommendations may cover the following points :

* recommending a standardized P.E. equipment list to kindergartens ( Zhuhai and Macau ) ;

* establishing a comprehensive system in the examination and maintenance of P.E. facilities and equipment. ( Zhuhai and Macau ) ;

* exploring indoor playgrounds and games rooms in kindergartens ( Macau ) ;

* constructing new kindergartens which are spacious and well-equipped with adequate indoor and outdoor playgrounds ( Macau ) ; and

• providing adequate funds to kindergartens in the purchase of P.E. equipment ( Macau ). • 4. Physical Education Teaching Resources

Since the availability of adequate teaching resources is so crucial to teachers in teaching, sufficient teaching resources may facilitate the teaching and learning process ; and up-dating teachers’ skills and knowledge. Listed below are the recommendations :

* setting up a interrelated teaching resources center in kindergartens, which are the kindergarten interrelated in network ( Zhuhai and Macau ) ;

* recommending a preschool P.E. teaching resource list covering audio-visual materials, periodicals and references etc. to kindergartens ( Zhuhai and Macau ) ;

* inviting preschool teachers to produce school-based and localized P.E. teaching kids, teaching aid and materials to enhance teaching and learning practice ( Zhuhai and Macau ) ; and

* providing extra funds to kindergartens in the purchase of teaching resources. ( Zhuhai and Macau ) ;

5. Safety Precautions

Safety always comes first in teaching. It is the responsibilities of principals and teachers to keep strict in safety measures in kindergartens. Listed below are the possible recommendations:

* distributing parents’ approval letter for their children in attending P.E. lessons ( Zhuhai and Macau ) ;

* covering all posts and wall edges in playgrounds of kindergartens ; ( Zhuhai and Macau ) ;

* organizing school-based first-aid courses for teachers ( Zhuhai and Macau ) ;

* keeping full record of pupils’ health record ( Macau ); and

* allocating a medical room in all kindergartens ( Macau.)

6. Teachers

Teachers do play important roles in teaching. They are the key persons in offering good programs for

young children. Therefore their professional growth may depend on the following recommendations :

* attending in-service education programs in preschool P.E. ( Zhuhai and Macau ) ;

* up-grading their professional qualifications through studies ( Zhuhai and Macau ) ;

* sharing teaching experience with collegues and other teachers ( Zhuhai and Macau);

* joining in professional bodies ( Zhuhai and Macau ) ;

* attending professional conferences , symposiums workshops and seminars etc ; and

* keeping themselves fit in body, mind and spirit ( Zhuhai and Macau ).

To summarize, the government’s role and support to preschool education in the two cities can be viewed as adequate and active. Preschools need extra resources in professional staff and extra resources to support operational costs. Besides, the establishment of a preschool P.E. curriculum reform team with full support from preschool P.E. experts as consultants will be a determining factor in curriculum innovation. With regard to preschool P.E. lessons, duration and frequency should be increased in Macau. Moreover, government kindergartens in Macau are seriously lacking P.E. facilities and equipment, particularly outdoor playgrounds and large apparatus. Therefore, the Education and Youth Department may consider the possible measures after all. In addition, preschool P.E. teaching resources are not adequate in government kindergartens. It is highly recommended that governments should adopt possible and practical measures. Furthermore, safety precautions are inadequate in Macau government kindergartens. Therefore, special recommendations should be taken into account. Finally, although all preschool teachers are diploma holders in ECE, they are encouraged to enchance their professional performance in skills, knowledge and attitudes through the participation in life-long education.

Conclusion

The formative years of preschool (3-8 ages) are important since young children acquire the basic knowledge, skills, dispositions and attitudes that will determine their future learning and establish the foundations for their subsequent development. Movement has been viewed as the key vehicle for learning in early childhood. Therefore, early childhood educators should provide adequate and developmentally appropriate P.E. programs including free play and structured P.E. for young children. In preschools substantial and illuminate data on the comparison of preschool P.E. curriculum in Zhuhai and Macau have been collected in this study though various methods. It is obvious that the preschool P.E. curriculum in Zhuhai’s government kindergartens, to a certain extent, is better than those in Macau, particularly in the following areas : implementation of curriculum, facilities and equipment, teaching resources, teacher to pupils ratio, as well as safety precautions. In the study, findings on inadequate preschool P.E. lessons, facilities and equipment ( Macau ) ; and lack of adequate preschool P.E. teaching resources ( Zhuhai and Macau ) are line with previous Wong’s studies (1992; 1993a; 1993b; 1996 &1999); Regardless the strengths and weaknesses found in the existing P.E. curriculum in Zhuhai and Macau, the constructive recommendations may serve as a guideline for both governments in carrying out preschool P.E. reform. References

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______Author

Paul Shu Sing WONG, Lecturer, School of Early Children Education, Hong Kong Institute of Education (Received 24.1.98, accepted 14.4.98, revised 25.6.99)