Setting the Stage: Kindergarten in China as Beginning of Schooling
In this chapter an overall picture of Chinese kindergarten is depicted. Orientation towards learning, large class scale and emphasis on life in the group and social rules constitute the biggest characteristics of Chinese school-liked kindergartens. Under
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Shuangshuang Xu Giuseppina Marsico Editors
Social Ecology of a Chinese Kindergarten Where Culture Grows
Cultural Psychology of Education Volume 12
Series Editor Giuseppina Marsico, DISUFF, University of Salerno, Salerno, Italy Editorial Board Jaan Valsiner, Department of Cultural Psychology, Aalborg University, Aalborg, Denmark Nandita Chaudhary, Lady Irwin College, University of Delhi, New Delhi, India Maria Virginia Dazzani, Instituto de Psicologia, Universidade Federal da Bahia, Salvador, Bahia, Brazil Xiao-Wen Li, School of Psychology and Cognitive Science, East China Normal University, Shanghai Shi, China Harry Daniels, Department of Education, University of Oxford, Oxford, UK Nicolay Veresov, Monash University, Australia Wolff-Michael Roth, Faculty of Education, University of Victoria, Victoria, BC, Canada Yasuhiro Omi, Hachioji, Tokyo, Japan
This book series focuses on the development of new qualitative methodologies for educational psychology and interdisciplinary enrichment in ideas and practices. It publishes key ideas of methodology, different approaches to schooling, family, relationships and social negotiations of issues of educational processes. It presents new perspectives, such as dynamic systems theory, dialogical perspectives on the development of the self within educational contexts, and the role of various symbolic resources in educational processes. The series publishes research rooted in the cultural psychology framework, thus combining the fields of psychology, anthropology, sociology, education and history. Cultural psychology examines how human experience is organized culturally, through semiotic mediation, symbolic action, accumulation and exchange of inter-subjectively shared representations of the life-space. By taking this approach, the series breaks through the “ontological” conceptualization of education in which processes of education are localized in liminality. In this series, education is understood as goal-oriented personal movement that is at the core of societal change in all its different forms— from kindergarten to vocational school and lifelong learning. It restructures personal lives both inside school and outside the school. The cultural psychology approach to education fits the global processes of most countries becoming multi-cultural in their social orders, reflects the interdisciplinary nature of educational psychology, and informs the applications of educational psychology in a vast variety of cultural contexts. This book series: • Is the first to approach education from a cultural psychology perspective. • Offers an up-to-date exploration of recent work in cultural psychology of education. • Brings together new, novel, and innovative ideas. • Broadens the practical usability of different trends of cultural psychology of education. All proposals and manuscripts submitted to the Series will undergo at least two rounds of external peer review. This Series is indexed in Scopus and the Norwegian Register for Scientific Journals, Series and Publishers (NSD).
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