scholarly journals Institutional Conditions for Exploration: Chinese Kindergarten Teachers’ Perspectives and Practices

2020 ◽  
pp. 121-139
Author(s):  
Aihua Hu
Keyword(s):  
Kindergarten Teachers ◽  
Institutional Conditions ◽  
Teachers Perspectives ◽  
Chinese Kindergarten

A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time

2017 ◽  
Vol 12 (2) ◽  
pp. 231-242 ◽  
Author(s):  
Satomi Izumi-Taylor ◽  
Yoko Ito ◽  
Chia-Hui Lin ◽  
Kiyomi Akita
Keyword(s):  
Early Childhood ◽  
Developmental Stages ◽  
Practical Knowledge ◽  
Early Childhood Teachers ◽  
Kindergarten Teachers ◽  
Teachers Perceptions ◽  
Southeastern Us ◽  
Central Taiwan ◽  
Teachers Perspectives ◽  
Transitional Time

The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play, and reflection of one’s own practical knowledge and skills. These teachers perceived clean-up time was more than just a transitional time. The implications for early childhood education are presented.

Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior

2016 ◽  
Vol 36 ◽  
pp. 122-132 ◽  
Author(s):  
Yan Li ◽  
Robert J. Coplan ◽  
Kristen A. Archbell ◽  
Amanda Bullock ◽  
Lu Chen
Keyword(s):  
Social Behavior ◽  
Kindergarten Teachers ◽  
Teachers Beliefs ◽  
Chinese Kindergarten
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