Early Childhood Education in Chinese Societies
This book provides an up-to-date account of relevant early childhood policy and practice in five Chinese societies: the People’s Republic of China or Mainland China, Hong Kong, Macao, Singapore, and Taiwan. It analyses how traditional Chinese values, East
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Nirmala Rao Jing Zhou Jin Sun Editors
Early Childhood Education in Chinese Societies
International Perspectives on Early Childhood Education and Development Volume 19 Series Editors Professor Marilyn Fleer, Monash University, Australia Professor Ingrid Pramling Samuelsson, Gothenburg University, Sweden Editorial Board Dr Jane Bone, Monash University, Australia Professor Emerita Anne Edwards, University of Oxford, United Kingdom Professor Emerita Mariane Hedegaard, University of Copenhagen, Denmark Professor Eva Johansson, University of Stavanger, Norway Professor Rebeca Mejía Arauz, ITESO, Mexico Associate Professor Cecilia Wallerstedt, Gothenburg University, Sweden Dr Liang Li, Monash University, Australia
Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is essentially a Western view of childhood preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will: • Examine how learning is organized across a range of cultures, particularly Indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries • Critique how particular forms of knowledge are constructed in curriculum within and across countries • Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries • Examine how early childhood education is researched locally and globally • Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectives from those that dominate many Western heritage countries • Critique assessment practices and consider a broader set of ways of measuring children’s learning • Examine concept formation from within the context of country-specific pedagogy and learning outcomes The series covers theoretical works, evidence-based pedagogical research, and international research studies. The series also covers a broad range of countries, including poor majority countries. Classical areas of interest, such as play, the images of childhood, and family studies will also be examined. However, the focus will be critical and international (not Western-centric).
More information about this series at http://www.springer.com/series/7601
Nirmala Rao • Jing Zhou • Jin Sun Editors
Early Childhood Education in Chinese Societies
Editors Nirmala Rao Faculty of Education The University of Hong Kong Hong Kong, Hong Kong
Jing Zhou Faculty of Education East China Normal University Shanghai, China
Jin Sun Department of Early Childhood Education The Education University of Hong Kong Hong Kong, Hong Kong
ISSN 2468-8746 ISSN 2468-8754 (electronic) International Perspectives
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