At Epoch Anglo-Chinese Kindergarten, Principal Ho Ming Yan often says that early childhood education is not just about teaching children to recognize characters, sing songs, and complete homework. More importantly, it is about accompanying children as they build confidence—and working with parents to face every challenge that arises along the road of growth. Since she entered the field years ago, she has risen step by step from teaching assistant to teacher, then to vice principal, and eventually to principal. Yet for all these years, she has remained committed to the front line of preschool education. The reason is simple: “Every year, I meet different children and different parents. Little by little, the support we offer serves as companionship on the education journey—and it brings an immense sense of achievement.”
Her Original Intention Started with “Pretending as a Teacher”
Principal Ho laughs and says that as a child, she also “Pretending as a teacher.” After graduating, she once worked as a clerk. Later, through a fortunate turn of events, she entered kindergarten education. At first, she didn’t really adapt—she felt that school work was rather “restrictive” in nature. But after one year, she gradually gained mastery of teaching and school operations, and she earned the then-principal’s trust. She began to take on the role of class teacher, assist with administrative duties, and engage more deeply in administrative work as well as parent communication.
These experiences made her realize that the role of a kindergarten teacher is far more expansive than she had imagined. Beyond teaching and handling school matters, and beyond working directly with parents, she also supports families when they encounter difficulties at home. For Principal Ho, the satisfaction of education doesn’t come only from classroom achievements—it comes from being able to genuinely help a family solve real problems. It is precisely this satisfaction that has kept her increasingly devoted to early childhood education.
Ensuring Every Parent and Child Feels Accepted｜Chinese and Non‑Chinese Alike
Principal Ho believes that the most important part of early childhood education is establishing mutual trust with parents. She describes herself as a teacher who genuinely enjoys connecting with parents. Because kindergarten children are still very young, parents place a particularly high level of reliance on teachers and also have strong expectations. Sometimes, a simple phone call is already enough to make parents feel reassured.
At Epoch Anglo-Chinese Kindergarten, the school serves many families from different national backgrounds. Since Principal Ho joined, she has had to adapt to a bilingual and trilingual campus environment, while also learning to communicate with parents from diverse cultural backgrounds. She has observed that non-Chinese parents place great importance on feeling accepted. Especially while living in Hong Kong, faced with challenges such as language, culture, and daily information, the school often becomes the most trusted place for them to seek help.
Sometimes, it’s not only about the children. When families encounter everyday difficulties, parents may also consult the school—for example, where to go when a child is unwell, where to buy certain products, how to help children learn Chinese, or how to help them blend into life in Hong Kong. Even when they move on to Primary School, they still come back with all sorts of questions, feeling that Epoch is the place to turn to for help. The school does its utmost to support. Principal Ho jokes that education sometimes needs to be very “grounded,” because genuine home–school collaboration starts from everyday details.
Respecting Cultural Differences So Every Family Can Participate with Peace of Mind
Different cultural backgrounds also lead the school to put more thought into activity design. Principal Ho shared that the school once taught parents how to make radish cake during a parent–child activity. However, considering that some families require vegetarian options, the team reconsidered the ingredients and replaced traditional Chinese sausages and preserved meats with suitable alternatives. For any activity involving food, the school clearly lists the ingredients so parents can participate with confidence. These details may seem small, but they truly reflect the school’s respect for families. Principal Ho believes that every child has strengths worth discovering. Even if some children are initially more mischievous, not careful in what they do, skip announcements, or don’t do homework, it doesn’t mean they cannot change. As long as the school is willing to understand each family’s culture and guide slowly, children and parents can grow together.
Cantonese Opera Is Not Just Performance｜It’s a Set of Growth Experiences
One distinctive feature of Epoch Anglo-Chinese Kindergarten is the implementation of the “Cha Duk Chang Education Model.” Principal Ho admits that when she first arrived, she was basically a “complete beginner” when it came to Cantonese opera. She had to research continuously, explore step by step, and learn from instructors—so it can be said she was “crossing the river by feeling the stones.” But gradually she discovered that Cantonese opera education is not only about artistic performance. It also integrates language, character development, physical coordination, musical rhythm, team work, confidence‑building, and Chinese cultural heritage. The school holds related classes every week. Children learn to sing opera pieces, practice dialogue, and learn stage movements. Since the students come from different nationalities—and Cantonese opera especially requires performing in Cantonese—teachers spend a lot of time teaching line by line. Some songs are played repeatedly so that children naturally become familiar with the melody. Dialogues are practiced word by word. The school even records the dialogue for parents to play at home, helping children build a foundation first, and then return to school for corrections.
Principal Ho believes this process enhances children’s language expression. Nowadays, many children speak unclearly. Cantonese opera demands clear pronunciation, voice projection, and the right use of breath and strength, helping them learn to express themselves clearly and with energy. At the same time, training stage movements requires children to sit up straight, stand firmly, follow the beat, and walk—incorporating body coordination as well as rhythm concepts in a way that gradually develops children’s multiple intelligences.
This is perhaps the fastest and most enjoyable way to learn Cantonese. Learning Cantonese is not easy. So why are children willing to work hard at it? They know that on performance day, they can step onto the stage in sparkling headdresses and fine‑crafted opera costumes. That precious moment lets them smile at their own brilliance — a memory that will stay with them forever.
Building Character Through Traditional Culture
In addition to Cantonese opera performances, the school also values cultivating Chinese culture and moral education. Principal Ho mentioned that within the “Cha Duk Chang Education Model,” there is a set of moral education etiquette collections called 《Six Arts for Good Children》. Its content aligns with guidance for preschool curriculum and introduces moral education through different themes, such as responsibility and gratitude. Through four-panel comics and extended activities, children are guided to understand moral practice in everyday life.
She emphasizes that this approach is not simply teaching children to “put on big shows.” Instead, it develops diverse abilities through artistic forms. For non-Chinese-speaking children, it is also a great opportunity to learn Cantonese and engage with local culture. For Chinese-speaking children, it offers a way to rediscover the fun of traditional culture beyond the familiar language they already use.
After Graduation, the Interest Can Still Be Continued
Beyond children’s growth within the school, Principal Ho is especially happy to see that even after children leave kindergarten, they continue to stay connected. After students move on to primary school, some continue learning Cantonese opera through after-school activities. Some higher-grade students, as well as former students from the first and second years of primary school, even follow the team to exchange and learn abroad. She also shared that in the “Cha Duk Chang Child Cantonese Opera Association,” there are members who had been involved since their primary school years and continued developing in the field as they grew older—becoming great role models for the children.
The school also invites students who did not participate in performances to watch the shows. Even new students join in as well. There was once a parent who brought her child to watch a performance, and afterward her daughter fell in love with Cantonese opera and later learned it quite well. For Principal Ho, one of the most precious aspects of education is planting possibilities in children’s hearts.
English Ability Goes Hand in Hand with Multiculturalism
Looking ahead, Principal Ho hopes to further deepen the English curriculum. In recent years, the school has adopted the Cambridge English program. She believes it can effectively strengthen children’s listening, speaking, reading, and writing abilities, helping them adapt better when they enter Primary One. Because many children in the school use English as a native language or as a commonly used language, the school provides English lessons every day. Even mathematics is taught through English learning, creating a strong English learning environment. She believes that such a learning context allows children from different backgrounds to benefit. No matter whether English is a native language or not, children can build language skills through daily campus life—creating advantages for their future learning.
Creating a People-Oriented School
In her many years in education, Principal Ho Ming Yan’s top priority is still “relationships.” Whether it’s the children, the parents, or the teachers, she hopes that there are sincere connections between everyone. The school has invited parents to serve as masters of ceremonies, and some parents have even designed illustrations for the school magazine. These collaborations are not arranged deliberately—they come from the trust built in everyday interactions.
She describes that she and her team genuinely enjoy connecting with parents and are also willing to listen to what families need. For her, a good school is not only measured by grades and activities. It is also about whether it can help parents feel understood, whether it can make children feel seen, and whether it can create a warm learning environment. That is why the educational stories of Epoch Anglo-Chinese Kindergarten have both roots in traditional culture and open-minded care for multicultural communities.
