This programme aims to nurture outstanding early childhood educators who:
Are caring, competent and creative professionals;
Demonstrate the disciplinary as well as interdisciplinary knowledge, understanding and disposition required to design, implement and assess quality programmes for children from 0 to 8 years of age;
Can work collaboratively with pupils, parents, colleagues, school administrators and other professionals to address the needs of children and contribute to the sustainable development of society;
Are committed to lifelong learning; and
Have a passion for excellence and are committed to the creative improvement of early childhood care and education in Hong Kong.
The Programme emphasises the integration of subject knowledge, professional knowledge and practical abilities.
The Programme works in partnership with early childhood education institutions to strengthen theory-practice connections through field experience.
Graduates of this Programme will be qualified for registration with the Education Bureau / Social Welfare Department to teach in licensed early childhood settings in Hong Kong, and meet the professional qualifications required of kindergarten principals and child care supervisors.
Graduates of this Programme who have successfully completed the specified courses in the Minor in “Diversity in Early Years” and/or the Minor in “Teaching and Learning in International Schools” will be considered as having acquired training on the One-year In-service Course in Special Child Care Work, recognised by the Social Welfare Department and/or earn the International Baccalaureate Certificate in Teaching and Learning, respectively.
Credit Points (cps)
Major (including an Interdisciplinary Course)
ES Restricted Electives
Pedagogy for Major
Final Year Project
Honours Project / Capstone Project
Electives (including Free Electives, Minor or Second Major)
Note: Classes will be held in Tai Po Campus and Tseung Kwan O Study Centre / Kowloon Tong Satellite Study Centre / Sports Centre as decided by the University.
In this domain, students focus on early childhood studies, which encompass the foundations of child and family studies and knowledge of the care, nurturing, and education of children from birth to eight years of age.
Education Studies gives students the chance to study teaching and learning from an interdisciplinary perspective. Students will study early childhood/school education from psychological, sociological, philosophical, pedagogical and other perspectives. Students will develop a range of skills necessary for professional practice, such as problem-solving, critical thinking, creativity, communication, social interaction, ethical decision making and global perspectives. Education Studies helps students appreciate the importance of professional excellence, ethical responsibility and innovation to the role of a teacher. We aim for our graduates to become beginning teachers who are caring and competent, intellectually enthusiastic, socially committed, and globally aware.
The EdUHK’s General Education programme prepares students to be active agents of change, by broadening their intellectual horizons, helping them make connections among different areas of knowledge and between their formal studies and life outside the classroom, and strengthening their capacity for sound thinking and good judgement. It offers a varied but balanced mix of individual courses across a range of subject areas and disciplines, set within an integrated structure of (i) General Education Foundation Course, (ii) Experiential Learning, (iii) General Education Breadth Courses, and (iv) University ePortfolio at a total of 22 credit points.
i. General Education Foundation Course (4 credit points)
General Education Foundation Course (GEFC) is a 4-credit point course that will run in Semesters 1 and 2 and will be taken by all first-year students at EdUHK. The purpose of the course is to introduce first-year students to a range of disciplines and methodologies from the perspectives of senior academics who are experts in their respective fields.
ii. General Education Breadth Courses (3 x 3 credit points)
Under the new curriculum (from 2019/20 onwards), the General Education Breadth Courses (GEBCs) (9 credit points) are composed of General Education Breadth Learning Strands (1-3) (GELS) (Level 1-2), Positive and Values Education (PAVE) Course and General Education Interdisciplinary Course (GEIC) (Level 4), students have to take one of each component for fulfilling the GEBCs (9 credit points) requirement.
These courses aim to equip students better for the study of the ontological, epistemological and/or methodological issues in a wide variety of disciplines. Side by side with these existing components, a new 3-cp GEIC (Level 4) will be offered on cross-faculty and/ or cross-departmental basis for students from Year 2 Semester 2 to Year 3 Semester 1, in order to enable them to appreciate the complexity of issues and problems that transcend disciplinary boundaries and make sense of them through dialogues across or integration of disciplines.
Students are allowed to take GELS and PAVE Course after the completion of GEFC or concurrently with GEFC in Year 1 Semester 2 if they are interested and their curriculum schedules allow. Students need to complete any course in the GELS or PAVE Course before taking the GEIC from Year 2 Semester 2 and Year 3 Semester 1.
iii. Experiential Learning (2 x 3 credit points)
Experiential Learning (EL) is composed of a 3-cp Co-curricular Service Learning Course (CSLC) and a 3-cp Experiential Learning Course (ELC) which will be offered by departments under the GE domain. Students have to take one of each component for fulfilling the EL (6 credit points) requirement.
The 3-cp CSLC provides students with an opportunity to engage in learning in action and through co-curricular learning activities with direct service elements in real-life or work-place context while complementing, connecting with, and mirroring their learning experiences derived from formal curriculum. The 3-cp ELC encourages students to learn through experimentation, observation, reflection and (re-) conceptualization while undertaking a wide variety of activities, such as creative work, field studies, projects, thematic overseas trips, outward-bound training etc. These courses enrich students’ learning experiences and skills through learning, thinking and reflecting on practice, in practice and for practice, while exposing them to authentic and real-life contexts.
CSLCs and ELCs will be made available for all undergraduate students to be taken starting from Year 1 and completed before the final year.
iv. University ePortfolio (3 credit points)
University ePortfolio is a 3-credit point "capstone" course which requires students approaching the end of their undergraduate studies both to reflect critically on their undergraduate study experiences - within General Education, in their disciplinary, professional, co-curricular studies, positive and values education, and in their lives beyond the classroom - and to develop an integrated view of how and where they position themselves in relation to their future goals, plans, and aspirations. Students will prepare and submit annotated ePortfolios based on their experiences, reflections and stored artefacts from their undergraduate studies. The course will enable students to recap on and synthesize their undergraduate learning experiences, by examining what they understand about critical thinking and how they apply critical thinking. Students are allowed to take the University ePortfolio course after completion of all General Education Breadth Courses required. Also, they have to take the University ePortfolio course in the semester of study assigned by individual programmes.
Electives / Minor/ Second Major
Depending on the learning interest and career aspirations of students as well as the cp distribution of individual programmes, students would be able to study free elective courses from a wide range of disciplines, normally outside their Majors. Students who wish to concentrate their studies on a specific discipline in a more in-depth and robust manner may also opt to study 30 credit points to claim a Second Major (or two Minors) or 15 credit points for one Minor.
Final Year Project
a. Research Methods (3 credit points)
The course (i.e. Honours Project I/Capstone Project I: Research Methods and Proposal) aims to develop teachers as learners, researchers, inquirers and knowledge creators in education and their related disciplines; and prepare them for conducting a research-based or an inquiry-based project in Honours Project II: Research Report/Capstone Project II: Project Output. It consists of two parts:
Part A “Generic Research Methods” (1.5 credit points) introduces basic research knowledge and principles of research methods for students to use and/or conduct research in education and related disciplines, and ethical issues in the research process. It emphasises students’ roles as users of research as well as researchers themselves and the process of action research and/or action learning.
Part B “Methods for Specific Area in Preparation of Honours Project/Capstone Project” (1.5 credit points) prepares students to develop a proposal for conducting a research-based/ project-based study in their chosen areas.
b. Honours Project/Capstone Project (3 credit points)
The course (i.e. Honours Project II: Research Report/Capstone Project II: Project Output) is an inquiry-oriented learning avenue that enables our students to consolidate, integrate, and reflect on their undergraduate experiences for transiting to (and even celebrating) their upcoming post-graduation life – be it related to entering higher degree programmes or entering the workplace.
Students take two mandatory credit-bearing English enhancement courses during the first two years of studies as part of the English enhancement programme. These two courses will equip students with the academic literacy skills essential to their study at tertiary level. They will also receive 60 hours of mandatory non-credit-bearing English enhancement courses in Year 1 and 2. Optional IELTS preparation workshops will be held periodically on demand.
Besides, students are also required to study three Chinese enhancement courses and up to two Putonghua enhancement courses depending on their level. The Chinese enhancement programme consists of one mandatory credit-bearing course in Year 1 and two mandatory non-credit-bearing courses in subsequent semesters, which provide students with the input on Chinese language skills as well as elements of literature and culture. The Putonghua enhancement programme consists of two mandatory non-credit-bearing courses in Year 1. In addition, students can take up to 120 hours of optional non-credit-bearing Putonghua course after Year 1.
Students will be placed in schools which are important sites for learning to teach and where they will interpret, generate, interact and experiment with theory:
Year 2 Semester I & Semester II
Start with an introduction (FE Foundation Course with 3 credit points) to the teaching profession. Students will be guided and supported by a professional tutor to understand the roles and expectations of a teacher and build one’s own identity and mission, whilst adapting to the changing role from a student to a teacher.
Year 3 Semester II
Conduct Block Practice I in schools (5 credit points) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio I (2 credit points) in form of small-group tutorials that support students’ active engagement in the Field Experience and help them to connect theory and practice. Through group and individual guidance, students will produce an e-portfolio which is a collection of evidence of their learning to support reflection and professional growth.
Year 5 Semester I
Conduct Block Practice II in schools (7 credit points) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio II (3 credit points) in form of small-group tutorials and individual guidance that enhance students’ understanding of the schools and the role of a teacher as a caring cultivator, an inspirational co-constructor and a committed role model for students. They will further develop their e-portfolio for more in-depth reflection and records of their professional development.
Block Practice will be conducted in schools which use Cantonese / English (English language teaching) / Putonghua (Chinese language teaching in some schools) as a medium of instruction. Students should be able to demonstrate a proficient level of Cantonese / English / Putonghua (in some schools) to conduct Block Practice.
Important Note: The University will ask students of our full-time teacher education programmes (e.g. Bachelor of Education programmes) to declare whether they have been convicted of or are being prosecuted for any sex-related offence in Hong Kong or elsewhere, and to provide relevant details prior to undertaking teaching practice. Such information may be released to their placement schools. The University reserves the right not to allow these students to attend the block teaching practice. If so, they won't be able to meet the graduation requirements of the programmes.
Career Prospects/Professional Qualifications
Graduates of the programme:
Will be qualified for registration with the Education Bureau / Social Welfare Department to teach in licensed early childhood settings in Hong Kong;
Will possess the degree-level professional qualification that is in great demand in the early childhood education sector;
Will have the ability to work competently in a broad range of positions that involve working with children and families; and
May teach in early childhood settings overseas, subject to the registration requirements of the relevant local authorities.
EdUHK is one of the teacher education providers in Hong Kong. Graduates of the University’s teacher education programmes are eligible to become fully qualified and registered teachers. As regards teacher registration, graduates should approach the Teacher Registration Section of the Education Bureau (EDB) to submit applications directly. All applications will be assessed by the EDB.