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The Education University of Hong Kong

1st EdUHK International Conference 

for Research in Early Childhood Education and Development

Ecologies for Development and Learning:
Supporting Children to Reach Their Full Potential

June 1-3, 2024

The Education University of Hong Kong

1st EdUHK International Conference 

for Research in Early Childhood Education and Development

Ecologies for Development and Learning:
Supporting Children to Reach Their Full Potential

June 1-3, 2024

Start Now
The Education University of Hong Kong

1st EdUHK International Conference 

for Research in Early Childhood Education and Development

Ecologies for Development and Learning:
Supporting Children to Reach Their Full Potential

June 1-3, 2024

Start Now
The Education University of Hong Kong

1st EdUHK International Conference 

for Research in Early Childhood Education and Development

Ecologies for Development and Learning:
Supporting Children to Reach Their Full Potential

June 1-3, 2024

Start Now

Welcome to InCRECE 2024

Welcome to the 1st EdUHK International Conference for Research in Early Childhood Education and Development (InCRECE 2024), organized by the Department of Early Childhood Education (ECE) at The Education University of Hong Kong (EdUHK). InCRECE 2024 builds on the long tradition of ECE/EdUHK annual departmental conferences. In celebrating the 10th Edition of the Conference for Research in Early Childhood Education (CRECE), our Department will launch InCRECE in 2024 to bring together a wider audience of international, regional, and local researchers, practitioners, and policymakers in the field of ECE. We aim to organize InCRECE bi-annually.

Conference

Theme

The theme of InCRECE 2024 is “Ecologies for Development and Learning: Supporting Children to Reach Their Full Potential.” Inspired by the ecological systems theory by Bronfenbrenner (1977), this three-day international conference will focus on ecologies for development and learning with emphasis on teachers and educators (June 1), parents and families (June 2), and young children themselves (June 3). We draw on the tenet that studying children in their social contexts as ecological systems is vital to providing children with an optimal start in their lives.  

 

InCRECE 2024 will provide a platform to understand the ecologies that affect the development and learning of children aged 0 to 8. Understanding early childhood education and development through an ecological perspective will help the audience appreciate the complex interactions among environmental, sociological, psychological, pedagogical, and political factors determining whether children can access experiences and opportunities that unleash their full potential (Mollborn, 2016).  

 

June 1, the day devoted to teachers and educators, will combine the audiences of both InCRECE 2024 (our new bi-annual international conference) and CRECE (our annual departmental conference, also known as 幼教研討會). 

Conference Strands  

  • Affects, Emotion, and Social Skills 

  • Child and Family Studies 

  • Children’s Rights, Citizenship, and Democracy 

  • Creativity, Aesthetics, and Arts Education 

  • Curriculum and Pedagogy 

  • Disciplinary Learning (Literacy, Math, Science, Social Science, etc.) 

  • Diversity, Equity, Inclusion, and Special Needs 

  • Ethics and Value Education 

  • Family and Community Studies 

  • Leadership

  • School and Policy

  • Motor Development and Physical Education

  • Mental Health and Well-being

  • Paradigms, Theories, and Research Methodologies 

  • Parenting and Parent Education 

  • Play and Growth 

  • Teacher Education and Professional Development 

The governance structure of InCRECE 2024 consists of an Organizing Committee (which organizes and coordinates the conference, including the appointment of Keynote Speakers) and a Scientific Committee (which oversees the scientific evaluation process of submissions). 

​GOVERNANCE

Dr. Alfredo Bautista

Co-Chair

Dr. Jianbin Li

Co-Chair

Invitation

We cordially invite you to join InCRECE 2024 at The Education University of Hong Kong, where we will engage in vibrant discussions and exchange of ideas about how we, an ecosystem of families, parents, schools, educators, and communities can help our children reach their full potential.

 

With Hong Kong historically being a site where East meets West, we have no doubt that InCRECE 2024 will offer an opportunity to forge and expand new international, intercultural, and interdisciplinary research networks and partnerships!  

 

We look forward to seeing you in Hong Kong on June 1-3, 2024

Child Activity
REFERENCES   

Bronfenbrenner, U. (1977). Experimental toward an Ecology of Human Development. American Psychologist, 32, 513-531. 

Mollborn S. (2016). Young Children's Developmental Ecologies and Kindergarten Readiness. Demography, 53(6), 1853–1882. 

Audience

We warmly invite international scholars, researchers, and practitioners to share their research in an intellectually stimulating forum that covers all aspects of early childhood education and development, including early years education, developmental psychology, child development, child and family studies, curriculum studies, special needs, and teacher education and professional development.  

 

InCRECE 2024 will embrace a wide array of methodological approaches to research and knowledge production, including qualitative, quantitative, and mixed-methods studies. We will also provide an interdisciplinary platform for practitioners to discuss the most recent innovations, trends, concerns, challenges encountered, good practices, and solutions adopted in early childhood education and development. 

Of interest to InCRECE 2024 are research endeavors and discussions that provide theoretical insights with practical implications, offering suggestions to enhance the quality of early childhood education and development practices. In alignment with our theme, submissions should demonstrate an awareness of how the child's family and school environments affect their development, learning, well-being, and/or health, thereby contributing to advancing knowledge and implementing evidence-based approaches in early childhood education and development.  

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