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。 1 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. 2 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 3 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