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This study investigates 727 parents from China, Japan, and Korea by a self-devised scale and compares the differences in their expectation of early childhood education in cross-cultural backgrounds. The result shows that parents from the three countries have a positive attitude toward their children’s development. The main effect of nations on such factors as individual development, close attention to diet, willpower training, moral judgment, and emotional exchange with adults is significant, while the two-way interaction between nations and child gender, nations and child age, and the three-way interaction between nations, child gender, and child age are not significant.

In: Frontiers of Education in China

* I would like to express my gratitude to Dr. Eva Chen for her comments on the early version of this paper. Introduction Some countries in the Asia-Pacific region have launched ‘free education’ policies for early childhood education ( ece ). It is interesting to note how different places in

In: International Journal of Chinese Education

The State Council of China 1 has stated that early childhood education is a crucial part of the national education system and an important part of the social welfare. Free ece shall provide basic and quality education for all children across their school ages. However, children from rural

In: International Journal of Chinese Education

Introduction Application of rights-framed participatory approaches in early childhood education and care depends largely on teacher perceptions of the concepts of participation and agency. Adults have the responsibility for educational practice as well as the safety and wellbeing of children

In: The International Journal of Children's Rights

Abstract

Early childhood education is falling behind because of the lack of incentives to attract and retain good teachers, insufficient funding, chaotic administration and disparity in educational resources. In recent years, Chinas kindergartens have become infiltrated by exam-oriented education. The number of enterprise- sponsored kindergartens plummeted from 28,000 in 1993 to 8,200 in 2004. The remaining kindergartens are struggling to stay afloat in a harsh market. As government at all levels allocates less money to put towards early childhood education, kindergartens are becoming severely under-funded. Most early education administrators lack a professional background, so they are not capable of verifying the qualifications of contractors, evaluating equipment, researching teacher qualifications, taking care of registration, and effectively carrying out inspections. The government needs to look at the big picture and see where early childhood education comes in.

In: The China Educational Development Yearbook, Volume 1

foundation of a nation. And early childhood education is the base of the foundation. Elementary education should be universalized and should early childhood education. The question that we are most concerned with is how to universalize early childhood education. I would propose three steps to carry out the

In: The Transformation of Chinese Traditional Education

foundation of a nation. And early childhood education is the base of the foundation. Elementary education should be universalized and should early childhood education. The question that we are most concerned with is how to universalize early childhood education. I would propose three steps to carry out the

In: The Transformation of Chinese Traditional Education

. , Kovačovský , T. , & Žižka , J. ( 2015 ). Utilizing multispectral scanning and augmented reality for enhancement and visualization of the wooden sculpture restoration process . Procedia Computer Science , 67 , 340 – 347 . Kalas , I. ( 2010 ). Recognizing the potential of ICT in early childhood

In: Augmented Reality in Educational Settings

SPECIAL ISSUE EDITORIAL Jing ZHANG, Janette PELLETIER Cultural Differences: An International Perspective on Early Childhood Education Early childhood is a period of great potential for human growth and development. Children’s physical and psychological development is shaped by their experiences during the

In: Frontiers of Education in China

This paper presents a profile about the financial system of the early childhood education (ECE) in China. The problems discussed are related to (1) segmentation of Tiao and Kuai (some education institutions are directly administered by provincial governments, and some were affiliated to the relative administrative departments of the state), (2) inequality, (3) indistinct responsibility in investment of all levels, and (4) the challenge of reform. On the basis of the current situation in China, ECE and international experience, this paper aims at putting forward suggestions on how to reconstruct the financial system for ECE and also how to make relevant provision of laws and regulations to make various levels of governments, children’s parents, kindergartens and communities share economic responsibility of ECE.

In: Frontiers of Education in China