Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Autor/inn/en	Hu, Bi Ying; Szente, Judit
Titel	Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education
Quelle	In: Journal of Early Childhood Teacher Education, 30 (2009) 3, S.247-262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Young Children; Rating Scales; Foreign Countries; Educational Quality; Evaluation Methods; Teacher Education; Preschool Teachers; Special Needs Students; Research Needs; China + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Rating-Skala; Ausland; Quality of education; Bildungsqualität; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sonderpädagogischer Förderbedarf; Forschungsbedarf
Abstract	The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10