Comparative perspectives on early childhood education reforms in Australia and China

Comparative perspectives on early childhood education reforms in Australia and China / Josephine Ng, Berenice Nyland, editors.

This book has been designed to add to the study and experience of early childhood ideas and experience in an international context. The focus is Australia and China with three research projects explored to provide insights into the history and development of early childhood education in each country...

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Bibliographic Details
Format: eBook
Language:English
Published: Cham : Springer, [2020]
Series:International perspectives on early childhood education and development ; volume 32.
Subjects:
Early childhood education > China.
Early childhood education > Australia.
Educational change > China.
Educational change > Australia.
Comparative education.
Educational change
Early childhood education
Child development
Comparative education
Education and state
Education > Curricula
International education
China
Australia
Online Access:Click for online access
Table of Contents:
  • Intro
  • Contents
  • Contributors
  • About the Editors
  • List of Figures
  • List of Tables
  • Part 1: The Reform Agenda in Both Australia and China
  • Chapter 1: Introduction: Early Childhood Education Policy Reforms in Australia and China
  • 1.1 Introduction
  • 1.2 A Comparative Perspective
  • 1.3 Why China and Australia?
  • 1.4 Early Childhood Education Development in a Context of Globalisation and Internationalisation
  • 1.5 Conclusion
  • References
  • Chapter 2: History, Theory and Practice: Early Childhood in Australia and China
  • 2.1 Introduction
  • 2.2 History and Theories of Early Childhood Education
  • 2.3 Images of Children
  • 2.4 Comments
  • 2.5 Chart of Historical Events in Australia and China
  • 2.6 Conclusion
  • References
  • Chapter 3: A Comparative Study of Early Childhood Policy: Building the Early Childhood Teacher Workforce in China and Australia
  • 3.1 Introduction
  • 3.2 Australia
  • 3.2.1 A Professional Workforce
  • 3.2.2 A Growing Workforce
  • 3.2.3 A Qualified Workforce
  • 3.2.4 A Responsive Workforce
  • 3.2.5 A Collaborative Workforce
  • 3.3 China
  • 3.3.1 Number of Teachers
  • 3.3.2 Conditions That Will Attract Teachers to the Workforce
  • 3.3.3 Teacher Education
  • 3.3.4 Teacher Training
  • 3.3.5 Teacher Management
  • 3.4 Commonalities and Differences in the Building of a Quality Early Childhood Teacher Workforce in China and Australia
  • 3.5 The Differences in the Development of an Early Childhood Teacher Workforce in Australia and China
  • 3.6 Implications on the Construction of the Early Childhood Teacher Workforce in China and Australia
  • 3.7 Conclusion
  • References
  • Part 2: Comparative Curriculum and Its Role in Remodelling Early Childhood Practice and Pedagogy
  • Chapter 4: The Role of Formal Curriculum Documents in Early Childhood Education Reform: China and Australia
  • 4.1 Introduction
  • 4.2 Literature Review
  • 4.3 The Chinese Context
  • 4.4 The Australian Context
  • 4.5 The Research
  • 4.5.1 The Participants
  • 4.5.2 The Data
  • 4.6 The Analysis
  • 4.7 Findings
  • China
  • 4.8 Findings
  • Australia
  • 4.8.1 This Was Strongly Expressed by One Participant
  • 4.8.2 Anecdote
  • What Is Play?
  • 4.9 Discussion
  • 4.9.1 The Question We Asked in This Chapter Was: What Is the Role of Formal Curriculum Documents in Early Childhood Education Reform?
  • 4.10 Conclusion
  • References
  • Chapter 5: Education and Care for Children Under Three in Australia and China-Pedagogical Perspectives
  • 5.1 Introduction
  • 5.2 Literature Review
  • 5.3 The Australian Context
  • 5.4 Observation of Chinese Students Completing a Birth
  • Two Practicums in Australia
  • 5.4.1 Birth-Two Practicum: An Observation
  • 5.5 The Chinese Context
  • 5.6 The Research
  • 5.6.1 The Questionnaire
  • 5.6.2 The Participants

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