The evolution of early childhood education policy in Hong Kong

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Predator-induced changes of female mating preferences: innate and experiential effects

Background: In many species males face a higher predation risk than females because males display elaborate traits that evolved under sexual selection, which may attract not only females but also predators. Females are, therefore, predicted to avoid such conspicuous males under predation risk. The present study was designed to investigate predator-induced changes of female mating preferences in Atlantic mollies (Poecilia mexicana). Males of this species show a pronounced polymorphism in body size and coloration, and females prefer large, colorful males in the absence of predators. Results: In dichotomous choice tests predator-naïve (lab-reared) females altered their initial preference for larger males in the presence of the cichlid Cichlasoma salvini, a natural predator of P. mexicana, and preferred small males instead. This effect was considerably weaker when females were confronted visually with the non-piscivorous cichlid Vieja bifasciata or the introduced non-piscivorous Nile tilapia (Oreochromis niloticus). In contrast, predator experienced (wild-caught) females did not respond to the same extent to the presence of a predator, most likely due to a learned ability to evaluate their predators' motivation to prey. Conclusions: Our study highlights that (a) predatory fish can have a profound influence on the expression of mating preferences of their prey (thus potentially affecting the strength of sexual selection), and females may alter their mate choice behavior strategically to reduce their own exposure to predators. (b) Prey species can evolve visual predator recognition mechanisms and alter their mate choice only when a natural predator is present. (c) Finally, experiential effects can play an important role, and prey species may learn to evaluate the motivational state of their predators. Keywords: Sexual selection; female choice; non-independent mate choice; predator recognition; Poecilia mexican

Affordability, accessibility, and accountability: Perceived impacts of the Pre-primary Education Vouchers in Hong Kong

Hong Kong launched the Pre-primary Education Voucher Scheme (PEVS) in 2007 to promote the "3A's" of early childhood education (ECE): affordability, accessibility, and accountability. The PEVS has three unique features: discriminating against profit kindergartens, promoting teacher professional development, and limiting parents' choice to only non-profit schools. To understand the voucher scheme's perceived impacts, this study conducted stratified random sampling to include 10% of Hong Kong kindergartens and surveyed their parents, principals, and teachers. A total of 380 completed questionnaires were collected and analyzed, and the results indicated that (1) the majority of the respondents perceived positive impacts on the 3A's of ECE; (2) significant effects of stakeholders (parents, teachers and principals), school types (profit or non-profit), eligibility, and familiarity were found in between- and within-group comparisons; (3) the parents and especially those from non-profit/eligible kindergartens tended to perceive more positive impacts than others; and (4) the principals and teachers reported some implementation difficulties. Implications for voucher reform in others countries are discussed. © 2009 Elsevier Inc.link_to_subscribed_fulltex

Early Childhood Development and Cognitive Development in Developing Countries: A Rigorous Literature Review

Report submitted to Department for International Development, United Kingdom 2013The EPPI-Centre reference number for this report is 2208.This review assembles extant evidence that will help determine how, why, and under what conditions Early Childhood Development (ECD) interventions in developing country contexts are effective in promoting cognitive development. Typical cognitive development can be defined broadly as expected gains in language, thinking and understanding. Atypical development can be characterised as a delay in expected gains. Our primary motivation was to determine: (i) type(s) of ECD interventions that are effective in attaining typical milestones and can be relatively easily scaled up in different developing country contexts; (ii) the minimum “dosage” of intervention needed to achieve sustainable gains in children’s cognitive development considering their expected milestones; (iii) the best ways to support and involve parents, extended family members and the community in promoting early learning; (iv) characteristics of effective change agents; and (iv) conceptual models that best explain ways to promote cognitive development, school readiness and learning achievement

Early Childhood Development and Cognitive Deveolpment in Developing Countries: A Rigorous Literature Review

Systematic reviewslink_to_OA_fulltex