Abstract
This paper investigates how kindergartens teach Chinese handwriting in Hong Kong among 81 kindergarten teachers. The results indicate that Chinese handwriting is one of the emphases in kindergarten teaching. Kindergarten students start to drill handwriting as early as they are in K1. Though they write a lot of Chinese characters every day, they cannot improve their handwriting nor enjoy the process of writing.
It is also found that the teaching of Chinese handwriting at kindergartens is greatly influenced by the attitudes of kindergarten principals, teachers and the parents. However, they concern too much about the development of writing abilities among children rather than their physical and mental development.
| Keywords: | kindergartens; Chinese handwriting; teaching of Chinese handwriting; physical and mental development |
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