Carrie Lau
Biographic Data
| ID | 4420303 |
|---|---|
| NAME | Carrie Lau |
| GIVEN NAMES | Carrie |
| FAMILY NAME | Lau |
| SIGNATURE | LAU C |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-8947-6918 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Documenting Socioeconomic Disparities in Early Development and Learning
This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Ho…
Parental Involvement and Children’s Second Language Learning
Research Findings: This mixed-methods study examined parental involvement in children’s English as a second language (L2) learning across home, school, and extracurricular settings in Hong Kong. Quantitative data from 124 kindergarten children (Mage = 71.05 months) revealed that the home environment was the only significant predictor of L2 language and literacy skills. Qualitative interviews with twelve parents provided deeper insights into their…
Interest, home environment, and young Chinese children’s development of English as a second/foreign language
The current study examined the relationship between interest, the home environment, and young Chinese children’s development of English as a second/foreign language in Hong Kong. Two hundred and seventy-four Hong Kong kindergartners were assessed on their interest in learning English and their English language skills (i.e., expressive and receptive vocabulary). Their parents completed questionnaires eliciting family socio-economic status, parenta…
Home literacy environment and Chinese Children’s second language development
Socioeconomic Status and Children’s English Language and Literacy Outcomes
Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary…
Development and validation of a parent belief and attitude questionnaire on supporting young children's English as a second/foreign language development
The present study aimed to develop and validate a questionnaire assessing parents’ beliefs about, and attitudes toward, supporting young children's English as a second/foreign language development – Parent English Language Belief and Attitude Questionnaire (PELBA-Q). The PELBA-Q was piloted with 173 parents of kindergarten-aged children and further validated with a sample of 278 parents in Hong Kong. A series of exploratory factor analysis and co…
Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts
Navigating inequities in the delivery of youth mental health care during the Covid-19 pandemic
At a time when mental health needs were higher, the mental health care system offered less support to youth and their families. For a more equitable response to the pandemic, we need an accessible and integrated mental health care system that shows a commitment to addressing social determinants and reducing health disparities and inequities in access to mental health services
English language education in Hong Kong
This paper provides an overview of English language education policies and practices in Hong Kong. It examines changes and developments in policymaking and implementation across the education system. Based on a qualitative analysis of government documents and empirical studies, this review utilizes a sociocultural framework in characterizing language policy decision making processes and implementation strategies in colonial and post-colonial Hong…
Early education policy in China
Socioeconomic status and early child development in East Asia and the Pacific
The Hong Kong Early Child Development Scale
This paper reports on the development and validation of the Hong Kong Early Child Development Scale (HKECDS), a holistic measure of child development designed specifically for preschool children in Hong Kong. Scale development was an iterative process and the first version of the scale contained 190 items whereas the final version includes only 95. Children ranging in age from three to six years were administered trial versions of the HKECDS in S…
Navigating inequities in the delivery of youth mental health care during the Covid-19 pandemic
At a time when mental health needs were higher, the mental health care system offered less support to youth and their families. For a more equitable response to the pandemic, we need an accessible and integrated mental health care system that shows a commitment to addressing social determinants and reducing health disparities and inequities in access to mental health services
Socioeconomic status and early child development in East Asia and the Pacific
Early education policy in China
Development and validation of a parent belief and attitude questionnaire on supporting young children's English as a second/foreign language development
The present study aimed to develop and validate a questionnaire assessing parents’ beliefs about, and attitudes toward, supporting young children's English as a second/foreign language development – Parent English Language Belief and Attitude Questionnaire (PELBA-Q). The PELBA-Q was piloted with 173 parents of kindergarten-aged children and further validated with a sample of 278 parents in Hong Kong. A series of exploratory factor analysis and co…
The Hong Kong Early Child Development Scale
This paper reports on the development and validation of the Hong Kong Early Child Development Scale (HKECDS), a holistic measure of child development designed specifically for preschool children in Hong Kong. Scale development was an iterative process and the first version of the scale contained 190 items whereas the final version includes only 95. Children ranging in age from three to six years were administered trial versions of the HKECDS in S…
The Hong Kong Early Child Development Scale
This paper reports on the development and validation of the Hong Kong Early Child Development Scale (HKECDS), a holistic measure of child development designed specifically for preschool children in Hong Kong. Scale development was an iterative process and the first version of the scale contained 190 items whereas the final version includes only 95. Children ranging in age from three to six years were administered trial versions of the HKECDS in S…
Socioeconomic status and early child development in East Asia and the Pacific
English language education in Hong Kong
This paper provides an overview of English language education policies and practices in Hong Kong. It examines changes and developments in policymaking and implementation across the education system. Based on a qualitative analysis of government documents and empirical studies, this review utilizes a sociocultural framework in characterizing language policy decision making processes and implementation strategies in colonial and post-colonial Hong…
Early education policy in China
Navigating inequities in the delivery of youth mental health care during the Covid-19 pandemic
At a time when mental health needs were higher, the mental health care system offered less support to youth and their families. For a more equitable response to the pandemic, we need an accessible and integrated mental health care system that shows a commitment to addressing social determinants and reducing health disparities and inequities in access to mental health services
Home Environment and Development of English as A Second/Foreign Language for Young Children in Asian Contexts
Socioeconomic Status and Children’s English Language and Literacy Outcomes
Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary…
Development and validation of a parent belief and attitude questionnaire on supporting young children's English as a second/foreign language development
The present study aimed to develop and validate a questionnaire assessing parents’ beliefs about, and attitudes toward, supporting young children's English as a second/foreign language development – Parent English Language Belief and Attitude Questionnaire (PELBA-Q). The PELBA-Q was piloted with 173 parents of kindergarten-aged children and further validated with a sample of 278 parents in Hong Kong. A series of exploratory factor analysis and co…
Home literacy environment and Chinese Children’s second language development
Documenting Socioeconomic Disparities in Early Development and Learning
This study examined the relation between socioeconomic status (SES) and early child development in Hong Kong, where preschool attendance is universal for children aged 3 to 6. Participants were 114 Chinese preschoolers ( M age = 60.25 months, 54 girls) from nursery (K1), lower kindergarten (K2), and upper kindergarten (K3) classes across four kindergartens, along with their teachers and caregivers. Children’s development was assessed using the Ho…
Parental Involvement and Children’s Second Language Learning
Research Findings: This mixed-methods study examined parental involvement in children’s English as a second language (L2) learning across home, school, and extracurricular settings in Hong Kong. Quantitative data from 124 kindergarten children (Mage = 71.05 months) revealed that the home environment was the only significant predictor of L2 language and literacy skills. Qualitative interviews with twelve parents provided deeper insights into their…
Interest, home environment, and young Chinese children’s development of English as a second/foreign language
The current study examined the relationship between interest, the home environment, and young Chinese children’s development of English as a second/foreign language in Hong Kong. Two hundred and seventy-four Hong Kong kindergartners were assessed on their interest in learning English and their English language skills (i.e., expressive and receptive vocabulary). Their parents completed questionnaires eliciting family socio-economic status, parenta…
Psychology (8 works) · Developmental psychology (7 works) · Parental Involvement in Education (6 works) · Early Childhood Education and Development (5 works) · Sociology (5 works) · Language development (4 works) · Pedagogy (4 works) · Socioeconomic status (4 works) · Child development (3 works) · Child Development and Digital Technology (3 works)