Abstract
As the Hong Kong government increases attention on cultivating national identity in youth, it is essential to understand current practices. This study analyzed over 300 teaching resources from seven Hong Kong kindergartens serving students from diverse cultural backgrounds. Materials included instructional videos, student artwork, and lesson plans addressing national identity through various art forms. Results showed that visual art genres like drawing, painting, and crafts were most prominently used to convey symbolic cultural imagery. Performing arts such as music, dance, drama, and storytelling regularly supplemented lessons, often highlighting traditions from Chinese festivals and folklore. Literary works through poems and stories were also featured regularly in the curricula. Activities primarily centered on developing an understanding of Chinese culture, history, and symbols. Both Chinese and non-Chinese children participated together in celebratory activities and patriotic expression through artistic engagement. Notably, kindergartens with higher proportions of non-Chinese students incorporated a wider array of artistic depictions of culture beyond China. They recognized and celebrated additional national affiliations and global traditions. Educators can foster nuanced identity exploration by thoughtfully employing diverse, inclusive art forms that respect students’ varied backgrounds. This research provides meaningful insights for navigating increasingly complex discussions of national belonging through developmentally-appropriate arts integration in early education settings.
Presenters
Jessie Ming Sin WongAssistant Professor cum Program Leader of Early Childhood Education, Education, Hong Kong Metropolitan University, Hong Kong
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
The Arts in Social, Political, and Community Life
KEYWORDS
Early Childhood Education, National Identity, Arts Integration, Cultural Representation
