Early Childhood Education in China: Political Implications.

Autor/in	Chiaromonte, Tom
Titel	Early Childhood Education in China: Political Implications.
Quelle	(1990), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communism; Early Childhood Education; Educational Objectives; Educational Policy; Foreign Countries; Ideology; Kindergarten; Nursery Schools; Political Socialization; Preschool Children; Preschool Curriculum; Preschool Education; China + Suchen Sie Ihr Suchwort? Kommunismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Ideologie; Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Politische Sozialisation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung
Abstract	This paper reviews the history of early childhood education in China between 1949 and 1990. After the Communist revolution in 1949, China's educational policy was modeled after the Soviet Union's. Preschool pedagogy emphasized conditioning children's behavior and providing a comfortable environment for children. The number of nurseries and kindergartens grew steadily in the late 1950s. After the Cultural Revolution in 1966, the emphasis in early childhood education changed from providing a comfortable environment to carrying out proletarian politics, and many preschools were closed. The administration of preschools was taken from trained professionals and given to ideologically correct committees. School activities, such as songs and stories, centered around revolutionary ideology. The purpose of preschools was to provide protective care and develop children who would continue the revolution. After the arrest of the Gang of Four in 1976, many preschools were reopened. China then turned to the United States and Japan for its early childhood education models. Practices common before the Cultural Revolution were restored. Needs currently faced by preschools are those of increasing children's science learning and correcting personality traits of single children which the government considers undesirable. A reference list of 15 items is provided. (BC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC