An introduction to early childhood education in China: A consideration of quality
Research has shown that there are strong relationships between quality in early childhood and children’s outcomes (Howes, et al. 2008). It is argued that preschool quality covers structural quality and process quality, therefore, this paper introduces preschool quality in China within this framework. Structural quality involves class size, child-staff ratio, teacher qualification, amount of space per child, resources, daily routine, and layout of play centre, while process quality is presented by illustrating two specific preschool programs. Description and consideration of preschool quality in China can help broaden early childhood educators’ horizons and inspire them to reflect on their educational practice.
- This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright of their publications.
copy and redistribute the material in any medium or format
remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use
You may not use the material for commercial purposes.
If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.