Challenges to Early Childhood Education in Rural China: Lessons from the Hebei Province

Autor/inn/en	Hu, Bi Ying; Roberts, Sherron Killingsworth; Leng Ieong, Sylvia Sao; Guo, Haiying
Titel	Challenges to Early Childhood Education in Rural China: Lessons from the Hebei Province
Quelle	In: Early Child Development and Care, 186 (2016) 5, S.815-831 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1062984
Schlagwörter	Foreign Countries; Rural Areas; Early Childhood Education; Kindergarten; Teacher Surveys; Observation; Enrollment; Class Size; Teacher Student Ratio; Educational Facilities; Teacher Qualifications; Curriculum; Teaching Methods; Economically Disadvantaged; Educational Finance; Educational Quality; Semi Structured Interviews; Focus Groups; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beobachtung; Einschulung; Klassengröße; Lehrer-Schüler-Relation; Bildungsstätte; Lehrqualifikation; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsfonds; Quality of education; Bildungsqualität
Abstract	This research study examined the challenges faced by early childhood education (ECE) in rural China based on a qualitative study of 217 kindergarten classrooms in a large agricultural, rural province. This study utilised onsite teacher surveys, interviews, and observational field notes. This investigation's findings revealed important information in regard to (a) enrollment, class size, and student--teacher ratios; (b) facilities, basic furnishings, and materials; (c) teacher qualifications; and (d) curriculum and pedagogy. Kindergartens in the rural province of Hebei, typical of Chinese provinces with economically disadvantaged students and inadequate ECE funding, were found to be of poor quality across every ECE indicator measured. For the future improvement and well-being of children and their families in rural China, the authors recommend reform policy to increase ECE quality by affiliating quality kindergartens with existing elementary public school structures and to improve teacher quality by advancing teacher benefits, professional status, and professional development opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01