Children are unique individuals with different personalities, abilities and interests, as well as pace of development. They also vary in languages, cultures and living habits. As schools adopt “Child-centredness” as the core value of the curriculum, teachers cared for, accepted, and understood children’s individual needs and uphold the principles of inclusion to allow children to develop their strengths and unleash their potential.
Strengthening children’s learning motivation can sustain their interest and initiative in learning.
Developing children’s various potential can allow them to enjoy a sense of satisfaction and accomplishment brought by learning.
Flexible curriculum design and diversified teaching strategies can promote children’s love for learning and consolidate their learning.
By learning and living together, children can learn to respect and accept others, and cultivate positive values.
Children should have the opportunity to receive a quality education, regardless of factors such as culture, race, family background, development, and ability. Schools strived to create an inclusive learning environment for children and offer them pleasant and rewarding learning experiences.
We review our contexts on time to understand the needs of the whole school and individual children. We also formulate policies on inclusion, and cater to children’s diversity in curriculum planning and implementation. Whole school approach to adopt and promote children’s learning and development.
We understood and accepted children’s diversified abilities and needs in learning and adapted then in curriculum and pace of learning and teaching to ensure children’s proper development.
Catering for children’s diversity does not mean to “label” or “segregate” children. Instead, understanding of children’s diverse needs should be deepened, so that appropriate arrangements can be provided to promote inclusion.
We used variety and flexibly grouping methods to offer a chance for children with similar abilities or abilities with significant differences to learn together in order to facilitate development and benefit one another. Teachers will arrange children with different races, backgrounds, languages, and interests to play together, and allow them to know more about one another and develop friendship during co-operation.
Teachers will refer the child for professional assessment as soon as possible if they find out a child with consistent and obvious problems and difficulties in a particular development area (or different development areas).
We attached importance to children’s diversity. Curriculum leaders and teachers worked closely to support children’s learning and development.
Create an inclusive environment on campus. Encourage children to get in touch with people with different cultures, living habits, languages, and abilities, and help them develop the values and attitudes of accepting and respecting others.
Non-Chinese Speaking (NCS) or newly-arrived children need to adapt to local lifestyles and cultures and integrate into school and community life. They may encounter challenges in language, communication, and learning, and may have diversity in abilities and interests. They need additional care and support in knowledge and skills about everyday life. We offer support to NCS and newly-arrived children in the following ways:
We joined “C-for-Chinese@JC” Project to provide learning support for NCS children
Deepen their understanding of the environment and facilities of the community;
Help them understand local cultures and lifestyles
Improve their listening and speaking abilities in Cantonese, and help them learn Traditional Chinese characters.
In class supporting
Extend learning, supporting from home
Some NCS or newly-arrived children may experience a longer period of adaptation in a new environment, and may appear to be timid due to difficulties in verbal communication. Teachers will pay extra attention to their progress in adaptation, and help them build up confidence and self-image.
Besides, teachers also understood the cultures and customs of NCS or newly-arrived children, for example, their eating habits and clothing, so that they feel accepted and acknowledged and have less anxiety.
We joined “OPRS”by TWGH’s Sunshine Kids – Team A to provide learning support for SEN children
The professional team included educational psychologist, social worker, occupational therapist, speech therapist, physiotherapist, senior special child care worker, special child care worker/teacher) will conduct comprehensive development assessments and design individualized education plans (IEP). Individual or group on-site training will be conducted by special child care worker/teacher and therapists.
The team will prescribe home-based activities for parents/carers to continue the training at home.
Counseling, talks and workshops
We joined “Kindergarten Social Work Services” by TWGHs
To assist schools to provide parental education. Parents could learn more about their children’s development needs and positive parenting strategies through the learning. This can also enhance the effectiveness of home-school co-operation.
To identify the families in need and provide appropriate counseling and assistance for enhancing the full development of children.
To provide counseling and training for teachers for improving their teaching quality.
Provide services 2 days a week
To provide professional counseling for the children and families in need. It can help parents handling parent-child relationship, family or couple relationships issues, and others child behaviors issues. Professional service and community resources will be referred if necessary.
To provide parenting talks, focus-groups and workshops as well as parent-child activities.
To strengthen the development of children, social workers will organize a variety of children services, such as developmental groups and activities on social skills, moral education or emotion management.
To provide teachers with consultation / counseling services, training groups / activities or team building workshops.
To handle with child abuse cases, family crisis, child accidents etc.
Students, parents and teaching staff in Abiding Kindergartens
