[
Abdulla Alabbasi, A., Sumners, S., Paek, S., & Runco, M. (2020). Association, overlap, and inhibition: a study of implicit theories of creativity. Creativity: Theories – Research – Applications, 7(2), 251–283. https://doi.org/10.2478/ctra-2020-001410.2478/ctra-2020-0014
]Search in Google Scholar
[
Bautista, A., & Ho, Y.-L. (2021). Music and movement teacher professional development: an interview study with Hong Kong kindergarten teachers. Australasian Journal of Early Childhood, 46(3), 276–290. https://doi.org/10.1177/1836939121101475910.1177/18369391211014759
]Search in Google Scholar
[
Bautista, A., Bull, R., Ng, E.L., & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155–174. https://doi.org/10.1177/147821032095650010.1177/1478210320956500
]Search in Google Scholar
[
Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. (2018). Arts-related pedagogies in preschool education: an Asian perspective. Early Childhood Research Quarterly, 45, 277–288. https://doi.org/10.1016/j.ecresq.2017.12.00510.1016/j.ecresq.2017.12.005
]Search in Google Scholar
[
Bautista, A., Ng, S.-C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(1), 1–18. https://doi.org/10.1186/s40723-016-0024-410.1186/s40723-016-0024-4
]Search in Google Scholar
[
Boletín Oficial del Estado (BOE) (2006). Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil. Ministerio de Educación y Ciencia.
]Search in Google Scholar
[
Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ090202710.3316/QRJ0902027
]Search in Google Scholar
[
Burdett, N., & O’Donnell, S. (2016). Lost in translation? The challenges of educational policy borrowing. Educational Research, 58(2), 113–120. https://doi.org/10.1080/00131881.2016.116867810.1080/00131881.2016.1168678
]Search in Google Scholar
[
Campbell, P., & Scott-Kassner, C. (2019). Music in childhood: from preschool through the elementary grades. Cengage.
]Search in Google Scholar
[
Chen, J., Li, H., & Wang, J.-Y. (2017). Implementing the project approach: a case study of hybrid pedagogy in a Hong Kong kindergarten. Journal of Research in Childhood Education, 31(3), 324–341. https://doi.org/10.1080/02568543.2017.130947910.1080/02568543.2017.1309479
]Search in Google Scholar
[
Cheung, R. (2017). Teacher-directed versus child-centred: the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 25(1), 73–86. https://doi.org/10.1080/14681366.2016.121725310.1080/14681366.2016.1217253
]Search in Google Scholar
[
Cheung, R. (2018). Play-based creativity-fostering practices: the effects of different pedagogical approaches on the development of children’s creative thinking behaviours in a Chinese preschool classroom. Pedagogy, Culture & Society, 26(4), 511–527. https://doi.org/10.1080/14681366.2018.142472510.1080/14681366.2018.1424725
]Search in Google Scholar
[
Curriculum Development Council (CDC) (2017). Kindergarten education curriculum guide: Joyful learning through play, balanced development all the way. https://www.edb.gov.hk/attachment/en/curriculum-development/major-level-of-edu/preprimary/ENG_KGECG_2017.pdf
]Search in Google Scholar
[
Drake, S., & Reid, J. (2018). Integrated curriculum as an effective way to teach 21st century capabilities. Asia Pacific Journal of Educational Research, 1(1), 31–50. https://doi.org/10.30777/APJER.2018.1.1.0310.30777/APJER.2018.1.1.03
]Search in Google Scholar
[
Education Bureau (EDB) (2016). Education Bureau circular no.7/2016.: free quality kindergarten education. http://applications.edb.gov.hk/circular/upload/EDBC/EDBC16007E.pdf
]Search in Google Scholar
[
Education Bureau (EDB) (2017). Performance indicators: kindergartens. https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/quality-assurance-framework/performance-indicators-pre-primary-institutions/PI_KG_EN.pdf
]Search in Google Scholar
[
Education Bureau (EDB) (2020). Handbook on quality review for kindergarten. https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/quality-assurance-framework/qr/handbook_on_qr_eng.pdf
]Search in Google Scholar
[
Education Bureau (EDB) (2021). Report on the Review of the Kindergarten Education Scheme. https://www.edb.gov.hk/attachment/tc/edu-system/preprimary-kindergarten/free-quality-kg-edu/review-report/Report-on-KG-review_E_clean.pdf
]Search in Google Scholar
[
Essa, E.L., & Burnham, M.M. (2019). Introduction to early childhood education. SAGE.
]Search in Google Scholar
[
Fleming, D.J., Culclasure, B., & Zhang, D. (2019). The Montessori model and creativity. Journal of Montessori Research, 5(2), 1–14. https://doi.org/10.17161/jomr.v5i2.769510.17161/jomr.v5i2.7695
]Search in Google Scholar
[
Fox, J.E., & Schirrmacher, R. (2015). Art and creative development for young children (8th ed.). Cengage Learning.
]Search in Google Scholar
[
Goldstein, T.R., & Lerner, M.D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental science, 21(4), e12603. https://doi.org/10.1111/desc.1260310.1111/desc.12603
]Search in Google Scholar
[
Graham, M. (2021). The disciplinary borderlands of education: art and STEAM education. Journal for the Study of Education and Development, 44(4), 769–800. https://doi.org/10.1080/02103702.2021.192616310.1080/02103702.2021.1926163
]Search in Google Scholar
[
Hanna, W. (2014). A Reggio-inspired music atelier: opening the door between visual arts and music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-910.1007/s10643-013-0610-9
]Search in Google Scholar
[
Henriksson-Macaulay, L., & Welch, G. (2015). The musical key to babies’ cognitive and social development. The International Journal of Birth and Parent Education, 2(2), 21–25.
]Search in Google Scholar
[
Kim, K., & Hua, Y. (2019). How cultural parenting impacts children’s academics and creativity. Creativity: Theories – research – applications, 6(2), 198–222. https://doi.org/10.1515/ctra-2019-001210.1515/ctra-2019-0012
]Search in Google Scholar
[
Lau, M., & Grieshaber, S. (2018). School-based integrated curriculum: an integrated music approach in one Hong Kong kindergarten. British Journal of Music Education, 35(2), 133–152. https://doi.org/10.1017/S026505171700025010.1017/S0265051717000250
]Search in Google Scholar
[
Leung, S. (2018). An exploratory study of early visual arts education in two Hong Kong kindergartens. Journal of Research in Childhood Education, 32(4), 392–403. https://doi.org/10.1080/02568543.2018.149841410.1080/02568543.2018.1498414
]Search in Google Scholar
[
Leung, S. (2020). Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2020.179527110.1080/00220272.2020.1795271
]Search in Google Scholar
[
Li, J. (2010). Learning to self-perfect: Chinese beliefs about learning. In C. Chan & N. Rao (Eds.), Revisiting the Chinese learner (pp. 35–69). Springer.10.1007/978-90-481-3840-1_2
]Search in Google Scholar
[
Lillard, P., & Jessen, L. (2017). Montessori from the start: the child at home, from birth to age three. Tantor Media, Inc.
]Search in Google Scholar
[
Lobo, Y.B., & Winsler, A. (2008). The effects of a creative dance and movement program on the social competence of Head Start preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x10.1111/j.1467-9507.2006.00353.x
]Search in Google Scholar
[
Menzer, M. (2015). The arts in early childhood: Social and emotional benefits of arts participation. National Endowment for the Arts. https://www.arts.gov/sites/default/files/arts-in-early-childhood-dec2015-rev.pdf
]Search in Google Scholar
[
Moravcik, E., Nolte, S., & Feeney, S. (2013). Meaningful curriculum for young children. Pearson.
]Search in Google Scholar
[
Murillo, A., Riaño, M.E., & Bautista, A. (2021). Collaborative musical creativity between students and adults: The Sonorous Paella. Creativity. Theories – Research – Applications, 8(2), 32–52. https://doi.org/10.2478/ctra-2021-001610.2478/ctra-2021-0016
]Search in Google Scholar
[
National Association for the Education of Young Children (NAEYC) (2019). NAEYC early learning program accreditation standard and assessment items. National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/standards_assessment_2019.pdf
]Search in Google Scholar
[
New York State Education Department (2019). The New York State kindergarten learning standards: a resource for school success. New York State Education Department. http://www.p12.nysed.gov/earlylearning/standards/documents/KindergartenLearningStandards2019-20.pdf
]Search in Google Scholar
[
Niu, W.H., & Kaufman, J.C. (2013). Creativity of Chinese and American cultures: a synthetic analysis. The Journal of Creative Behavior, 47(1), 77–87. https://doi.org/10.1002/jocb.2510.1002/jocb.25
]Search in Google Scholar
[
Organisation for Economic Co-operation and Development (OECD) (2019). Curriculum alignment and progression between early childhood education and care and primary school: a brief review and case studies. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)1&docLanguage=En
]Search in Google Scholar
[
Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25(2), 223–230.
]Search in Google Scholar
[
Phillips, R.D., Gorton, R.L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on preschoolers’ emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38(2), 111–122. https://doi.org/10.1007/s10643-010-0397-x10.1007/s10643-010-0397-x
]Search in Google Scholar
[
Rao, N., Lau, C., & Chan, S. (2018). Responsive policymaking and implementation: from equality to equity. A case study of the Hong Kong early childhood education and care system. Teachers College. http://ncee.org/wp-content/uploads/2019/03/EA-Hong-Kong-Case-Study-032519.pdf
]Search in Google Scholar
[
Reynolds, A.M., & Valerio, W.H. (2017). Early childhood arts education in the United States: a special issue. Arts Education Policy Review, 118(3), 133–139. https://doi.org/10.1080/10632913.2017.128780410.1080/10632913.2017.1287804
]Search in Google Scholar
[
Tam, P.-C. (2016). Children’s creative understanding of drama education: a Bakhtinian perspective. Thinking skills and creativity, 20, 29–39. https://doi.org/10.1016/j.tsc.2016.02.00310.1016/j.tsc.2016.02.003
]Search in Google Scholar
[
Tan, C. (2015). Teacher-directed and learner-engaged: exploring a Confucian conception of education. Ethics and Education, 10(3), 302–312. https://doi.org/10.1080/17449642.2015.110122910.1080/17449642.2015.1101229
]Search in Google Scholar
[
Torres, E., Narea, M., & Mendive, S. (2022). Change in early childhood classroom interaction quality after a professional development programme. Journal for the Study of Education and Development, 45(1), 220–243. https://doi.org/10.1080/02103702.2021.197269910.1080/02103702.2021.1972699
]Search in Google Scholar
[
Vecchi, V. (2010). Art and creativity in Reggio Emilia: exploring the role and potential of ateliers in early childhood education. Routledge.10.4324/9780203854679
]Search in Google Scholar
[
Veraksa, N., Sheridan, S., & Colliver, Y. (2021). Balancing child-centred with teacher-directed approaches to early education: incorporating young children’s perspectives. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2021.195573610.1080/14681366.2021.1955736
]Search in Google Scholar
[
Watkins, D.A. (2010). Motivation and competition in Hong Kong secondary schools: the students’ perspective. In C. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (Vol. 25, pp. 71–88). Springer, Dordrecht. https://doi.org/https://doi.org/10.1007/978-90-481-3840-1_310.1007/978-90-481-3840-1_3
]Search in Google Scholar
[
Wong, S.-S.P. (2015). The practical experience on the teaching of preschool creative dance in Hong Kong. Paper presented at the 2015 Quality Childhood Conference International (QCCI) Enhancing Quality Childhood Education: Synergizing Global Efforts, The Hong Kong Institute of Education, China.
]Search in Google Scholar
[
Zupancic, T., Cagran, B., & Mulej, M. (2015). Preschool teaching staff’s opinions on the importance of pre-school curricular fields of activities, art genres and visual arts fields. Center for Educational Policy Studies Journal, 5(4), 9–29.10.26529/cepsj.111
]Search in Google Scholar
