Implementing performance indicators of early learning and teaching

a Chinese study

Hui Li*, Ngai Chun Margaret Wong

*Corresponding author for this work

Research output: Contribution to journalArticle

12 Citations (Scopus)


This study investigated how a set of newly developed indicators of early learning and teaching by the government, which was based on western ideology of child learning, was implemented in a Chinese context like Hong Kong. Twelve early childhood settings of 5747 children and 284 staff volunteered to implement the indicators within two years and the processes were observed and analysed. A multi-method, multi-source data collection strategy was used to document the self-evaluation and improvement process. All the participating settings went through the five stages of the evaluation cycle: understanding the Performance Indicators, assessing learning and teaching, formulating an action plan for improvement, implementing the action plan, and reflection. The results indicated that: (1) implementing a quality assurance cycle took time, resources and commitment; (2) the implementation helped to enhance practitioners’ professionalism; and (3) teacher professionalism was the key to the success of this quality assurance mechanism. The socio-contextual factors and the educational implications of these findings are discussed.

Original languageEnglish
Pages (from-to)115-131
Number of pages17
JournalInternational Journal of Early Years Education
Issue number2
Publication statusPublished - Jun 2008
Externally publishedYes


  • performance indicators
  • early learning
  • teaching

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