Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Bi Ying Hu · Judit Szente

72 citations0/0 files storedJournal of Early Childhood Teacher Education

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Early Childhood Education and Development Educational Environments and Student Outcomes Education Methods and Practices

Abstract

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.

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References

1999Early childhood environment rating scale 1998Early Childhood Environment Rating Scale. Revised Edition.2000Within and beyond the classroom door: assessing quality in child care centers 2007Does training matter? A meta-analysis and review of caregiver training studies 2006Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten?2002Structural predictors of child care quality in child care homes 2008Contemporary trends and developments in early childhood education in China 2001The Development of Special Education in China

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2018The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children 2012The Quality Rating System of Chinese Preschool Education: Prospects and Challenges

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