A Critical Analysis of the Changing Landscape of Early Childhood Education in Mainland China: History, Policies, Progress, and Future Development

2016 ◽  
pp. 31-50 ◽  
Author(s):  
Xiumin Hong ◽  
Jennifer J. Chen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Future Development ◽  
Critical Analysis ◽  
Mainland China ◽  
Childhood Education

scholarly journals EVALUASI HASIL AKREDITASI LEMBAGA PAUD SE-KOTA DEPOK

2019 ◽  
Vol 1 (2) ◽  
pp. 16-28
Author(s):  
Renti Oktaria ◽  
Lukman Hamid ◽  
Yuningsih Yuningsih ◽  
Suparti Suparti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Research Approach ◽  
Land Area ◽  
Childhood Education ◽  
Analysis Methods ◽  
Accredited Institutions

The objectives to be achieved in this study are to analyze (1) descriptive results of accreditation throughout Depok's early childhood education centers in 2018; (2) the results of the distribution of accreditation throughout Depok's early childhood education centers in 11 districts; (3) the results of accreditation based on the length of the school's establishment, land area, and accreditation experience in each kindergarten program. This study uses a mix method research approach with critical analysis methods and library methods, so as to present quantitative data simply and describe it in qualitative data. The findings are as follows: (1) The number of accredited institutions is still dominated by early childhood education centers with TK programs, namely 97 institutions out of 186 institutions that participate in accreditation or as much as 52% of the total early childhood education centers that participate in accreditation; (2) There is an inequality in the number of accredited institutions in 11 districts in Depok; and (3) High and low accreditation scores do not always relate to the length of standing, land area and experience of institutions in implementing accreditation.

Play in Asian preschools? Mapping a landscape of hindering factors

2021 ◽  
pp. 146394912110580
Author(s):  
Alfredo Bautista ◽  
Jimmy Yu ◽  
Kerry Lee ◽  
Jin Sun
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
Mainland China ◽  
Academic Learning ◽  
Structural Factors ◽  
Theoretical Frameworks ◽  
Policy Borrowing ◽  
Childhood Education ◽  
Lack Of Information

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems.

scholarly journals Living with Time

2020 ◽  
pp. 58-68
Author(s):  
Leigh (Mean Seo) Kweon
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Future Development ◽  
Linear Time ◽  
Learning Experience ◽  
Daily Routines ◽  
Childhood Education

This article researches time in the early childhood education classroom. This inquiry troubles the dominance of chronological, linear time that prescribes and predicts daily routines in a goal-oriented manner in pursuit of future development. Through this project I hope to offer alternative perspectives on time beyond modernist and neoliberal abstraction and refocus on how the learning experience can be shaped by attending to the presentness of childhoods.

Evaluating the Free Early Childhood Education Policies in Taiwan with the 3A2S Framework

2014 ◽  
Vol 3 (2) ◽  
pp. 268-289 ◽  
Author(s):  
Suzannie K. Y. Leung
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mainland China ◽  
Asia Pacific ◽  
Asia Pacific Region ◽  
Education Policies ◽  
Educational Statistics ◽  
Childhood Education ◽  
Early Childhood Education Policies ◽  
Positive Effect

The policy of ‘free’ education for young children has come to be a concern in some parts of the Asia-Pacific region in the recent decades. When the early childhood education (ece) policies of Hong Kong, Macau, Shenzhen and some of the provinces on the Mainland China were being studied, the policies in Taiwan have also received some attention. In this paper, the ece policies of Taiwan have been reviewed with the 3A2S framework which refers to accessibility, affordability, accountability, sustainability, and social justice. In doing so, the most up-to-date data from the national and educational statistics of Taiwan were used for the analysis. This policy review does allow us to see how Taiwan has dealt with ece. While there are indications that some of the elements of the framework have had positive effect, others require additional research and reform in the future.

scholarly journals ASPECTOS LEGAIS DA EDUCAÇÃO INFANTIL NO BRASIL E AS POLÍTICAS DE FINANCIAMENTO

2018 ◽  
Vol 15 (2) ◽  
pp. 01-09
Author(s):  
Paulo Rogério de Souza ◽  
João Paulo Pereira Coelho
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Environment ◽  
Critical Analysis ◽  
Basic Education ◽  
Legal Aspects ◽  
Childhood Education ◽  
Federal Constitution ◽  
Funding Policies ◽  
The Creation

This research presents the legal aspects that instituted childhood education as a stage of basic education, starting with the Federal Constitution of 1988 and LDB 9.394 / 96, showing the advances that legislation had brought to the care of the child in the school environment. Thus, this work, linked to the Group of Studies and Research in Educational Policies, Management and Financing of Education (GEPEFI), has as a concern to make a critical analysis of the creation of accounting funds, FUNDEF and FUNBEB, from the positive and negative points for the basic education, highlighting the importance of these funds for the technical and financial maintenance of early childhood education. Finally, it is important to highlight the improvements that the funding policies have given to early childhood education, especially with the creation of FUNDEB, in 2006, and what the consequences may be for this stage of education, with its legal termination in 2020.

scholarly journals Troubling Government Discourse on Early Learning Websites: A Critical Analysis

2012 ◽  
Vol 37 (2) ◽  
pp. 5-12
Author(s):  
Marianne McTavish
Keyword(s):  
British Columbia ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Analysis ◽  
International Study ◽  
Developed Countries ◽  
Early Learning ◽  
Childhood Education ◽  
Minimum Standards ◽  
Education And Care

In an international study released in 2008, Canada’s provision of early childhood education and care ranked at the very bottom of 25 developed countries, achieving only one of ten minimum standards as outlined by the Organization for Economic Co-operation and Development (OECD)(UNICEF, 2008). The results of this study, in addition to other emerging research (e.g., Janus & Offord, 2007), has attributed to the production and implementation of several early learning initiatives within Ministries across Canada  (Beach, Friendly, Ferns, Prabhu, & Forera, 2009). The purpose of this paper is to analyze how children, childhood, and families are portrayed on multi-sector Ministry websites in western provinces and territories (British Columbia, Alberta, Saskatchewan, the Yukon and Northwest Territories) as government transitions to these new initiatives and programs. Results indicate that the texts promote deficit notions of families and endorse families’ participation in these initiatives as ways to ensure success, not only in the child’s readiness for school, but in future individual economic success.

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