This document provides an overview of early childhood education in China. It discusses the history of child care in China, beginning in the early 1900s. It also outlines the underlying philosophy which has shifted to a more western progressive approach emphasizing active learning, play-based teaching, and respecting children. The document discusses the availability and accessibility of child care programs in China, noting there is a lack of subsidies and programs are concentrated in urban areas. It describes the common program structures such as nurseries, kindergartens, and pre-primary programs, and details the staff-child ratios and curriculum used. Finally, it covers the role and training of early childhood educators in China.
4. China
• 1902: first child care was built by
foreign Christians
• 1903:the first Chinese public
kindergarten was built
• 1922:Established of child care
system
• 1920s-1940: Growth in public and
private child care
• World War II: Developed full day
and part time day care
• 1966:1976: child care system was
destroyed by wrong policy
• 1977-1990: Recovery and growth
of childcare both in cities and
villagers.
Ontario
• 1883: The first public school
kindergarten.
• 1920s:1930 Provided single
mother welfare benefits.
World war II Government paid
all fees for the childcare.
• 1946:The day nurseries act was
built.
• 1950: Increased in cooperative
nursery schools.
• 1960-1980:Canada assistance
plan : subsidies for qualified
families.
• 1990: subsidy plan “freezes”.
• 1996: changed funding formula
to provincial transfer payment .
5. Presently
China
• Universal childcare
except poor areas
• Growth quickly in private
child care higher
qualities
• Higher cost of private
childcare
• Government provides
subsidies directly to
some private child care
to reduce families
financial burden
Ontario
• 2003: Liberal party
provided funding for
universal child care
• 2006: Cancelled plan
replaced by universal
child benefit provided
each child
$1,200subsidy per
year per year
• All practicing ECEs are
required college
diploma
7. Early Childhood Curriculum Reform
Since the 1980s
(1) Early Childhood Curriculum
Reform in China
(2) Teachers’ Beliefs and Practices of
Intended Curriculum Reform
8. • The traditional Early Childhood
Education in China is the teacher direct
the whole-class session.
• China has adopted the Western
progressive ideology.
18. There are few centers
in rural area
Per year per child pays 2000
Yuan≈$833
19. That ratio is about
1: 20-40
No legislation
enforces
child-adult ratio
20. • China Canada
- Lack of subsidies - Government subsidy low
- Per year per child pays 5000 or income families
• 8000 Yuan≈$833 or $1300 - Child-adult ratios safety standard
- No legislation enforces - Spreading distribution
• child-adult ratio - Evenly distribution
- Concentrating distribution In rural area:
- Unevenly distribution - More child care
• In rural area: - Relatively distribution
- Per year per child pays - One area at least have one
• 2000 Yuan≈$333 child care
- A few child care - Easily to find one
- unevenly distribution
- Some place do not
• have child care
• - Hard to get there
Compare
22. Staff-Child Ratio
Children enter elementary school at age 6.
Small group (age 3-4) : 3 :20-25
Middle group (age 4-5) : 3: 26-30
Senior group (age 5-6) : 3: 31-35
23. Three Type of Early Childhood
Programs
• Nurseries
• kindergarten
• pre-primary programs.
24. Nurseries
Nurseries serve children under
age 3. Small group size and many
caregivers assure prompt, abundant care.
Since physical care and nurturing are the
primary goals, the caregivers are trained as
"nurses" rather than teachers. Programs for
2-year-olds are often combined with
kindergartens.
25. Kindergarten
In China, the term "kindergarten" refers to full-day programs serving
children from age 3 to age 6. About 20 percent of the 3-to-6 year-olds
attend kindergarten .The programs serve the twofold purpose of child
care and educational preparation.
A variety of sources provide kindergarten programs - the government,
government-licensed private individuals and neighborhood committees,
and work units. Work units are government-operated comprehensive
communities in which workers and their families work and reside, such
as those organized around a college or factory.
Children are generally grouped by age in kindergarten. Government
regulations in 1981 recommended three groupings: juniors (3-year-olds)
, middle (4-year-olds) and seniors (5-year-olds) Education replaces
physical care as the primary emphasis in this program. Class size
increases with age, ranging from 20 to 40 children. Each group typically
has two teachers and a nurse.
26. Pre-primary Program
An alternative type of early childhood
program is the pre-primary classroom,
which is a part of the elementary
school. It is typically a half-day program
serving children the year prior to 1st
grade. Comparable to U.S. public
kindergartens, these classes usually
place greater emphasis upon academics
and use teaching methods similar to
those of the Chinese elementary
classrooms.
27. Curriculum
The nationally prescribed curriculum includes language, math,
art, music, physical education and general knowledge, which is
a combination of science and social studies.
Singing and dancing occupy an important
place in the curriculum. Even 2-year-olds
may participate in well-rehearsed public
performances of song and dance routines.
29. The Training of the ECE
Educator
•Degree
•Language Certificate
•Teacher Certificate
•Take Exam
30. The Role of the ECE Educator
•Love children
•Presentation Skills
•Writing
•Extra Skills
•Good characteristic
31. Reference
• Wong, J. (n.d.). Join Academia.edu & Share your research with the world. Early
childhood curriculum reform in China: Perspectives from examining teachers' beliefs
and practices in Chinese literacy teaching. Retrieved November 7, 2013, from
http://www.academia.edu/1460840/Early_childhood_curriculum_reform_in_China_P
erspectives_from_examining_teachers_beliefs_and_practices_in_Chinese_literacy_t
eaching
• Hu, B. (n.d.). EXAMINING THE GENERAL QUALITY OF EARLY CHILDHOOD EDUCATION
AND STRUCTURAL VARIABLES IN SUPPORT OF EARLY CHILDHOOD INCLUSION IN
BEIJING, CHINA. EXAMINING THE GENERAL QUALITY OF EARLY CHILDHOOD
EDUCATION AND STRUCTURAL VARIABLES IN SUPPORT OF EARLY CHILDHOOD
INCLUSION IN BEIJING, CHINA. Retrieved November 7, 2013, from
http://etd.fcla.edu/CF/CFE0002699/Hu_BiYing_200908_PhD.pdf
• Vaughan, Joan. "Early Childhood Education in China." PBS. PBS, n.d. Web. 8 Nov.
2013. http://www.pbs.org/kcts/preciouschildren/earlyed/read_vaughan.html
• "Early childhood educator." Early Childhood Educator. N.p., n.d. Web. 8 Nov. 2013.
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• Http://careforchina.net/services/child-care.htm
