Jiaxiong Zhu

Bio: Jiaxiong Zhu is an academic researcher from East China Normal University. The author has contributed to research in topics: Early childhood education & Early childhood. The author has an hindex of 1, co-authored 1 publications receiving 46 citations.

Early Childhood Education and Relative Policies in China

Abstract: This paper reviews the development of early childhood education in China in the recent 3 decades and examines the advantages and disadvantages of the relative policies made by the government. This paper mainly focuses on one child policy, the policies about early childhood curriculum reform and teacher education, and policies of early childhood education administration. Contemporary early childhood education is becoming more diverse in its forms, funding sources, and educational approaches, and is aligning itself with the increasingly open and diversified society. It is clear that early childhood education in China is strongly influenced by socio-cultural changes and conditions, and reflects the Chinese culture, the political system and influence of western cultures. Chinese early childhood educators and policy makers should re-think what has happened in the past years, especially the issues of cultural and regional appropriate, and continue to promote development in early childhood education.

Evolution of the early childhood curriculum in China: the impact of social and cultural factors on revolution and innovation

Abstract: During the last century, early childhood curriculum (ECC) in China has undergone a series of monumental transformations, shaped by the interaction between local cultural and global forces. In this case study, we critically analyse three major waves of ECC reform in China, with a particular emphasis on the social and cultural forces that have shaped the evolution and revolution of ECC in China. Our analysis reveals the effects of these different forces in inducing change and how they propelled innovative reform of ECC. Furthermore, we deconstruct Chinas history of adopting and adapting curriculum ideologies and models from other cultural contexts with the opposite concepts of cultural relativism and cultural universalism. The findings suggest three important lessons we could learn from China: (1) teacher education is critical; (2) top-down model does not work; and (3) changing ideas does not necessarily mean changing practices. Last, the implications and suggestions are also discussed.

From ‘Cinderella’ to ‘Beloved Princess’: the evolution of early childhood education policy in China

Abstract: Early childhood education (ECE) in China has been relegated to the role of ‘Cinderella’ by its educational authorities since 1980s, due to the policy of ‘marketizing and privatizing non-compulsory pre-school education’. In 2010, dramatically and suddenly, ‘Cinderella’ emerged as the ‘beloved princess’ as the central government of China decided to pay more attention to ECE. This paper aims to understand why and how the Chinese government changed its attitude and policies, by conducting a critical analysis of the evolution of ECE policies in the past century with a particular focus on the post- 2010 development. On the basis of this analysis, we offer our outlook on what the Chinese government should do to better deal with the future development of its ECE. Our results revealed three vertical and horizontal trends. First, from a vertical perspective, the top-down reform has been the most prevalent during the evolution of ECE policy in China. Second, from a horizontal perspective, the significance of public and private kindergartens can be ascertained by their numbers: the number of public kindergartens has decreased sharply since 1980s, while that of private kindergartens increased substantially as a supplement. Last but not the least, combining the vertical and horizontal perspectives, we found that accessibility, affordability and accountability problems, and the social justice and sustainability of the ECE system, are all realistic challenges imposed on the inevitable evolution of ECE reform in China. Yet, they also present equally considerable opportunities for establishing more efficient funding and monitoring reforms and policies.

Does preschool experience matter? : the relevance of preschool education and home activities for children's cognitive and social development at school entry in rural China

Abstract: There has been growing interest in early childhood education and care (ECEC) globally, especially with respect to the possible benefits upon child wellbeing. In China, the government also has put great efforts recently in boosting preschool centre participation nationwide. The urban-rural disparities in the ECEC development, however, are great challenges. Moreover, little is known about the quality of these centre –based preschool programmes, especially in rural areas. Accumulating evidence from studies worldwide, largely from Western countries, indicates that high quality centre-based preschool programmes can be beneficial for child wellbeing. However, the cultural context is an issue of concern. This thesis investigates the relevance of aspects of home and preschool centre environments for children's cognitive and social development at preschool, measured one year before school entry (Phase 1), and later at school entry (Phase 2). The sample included 298 children (Mean age = 69 months, 151 girls) and families clustered in 19 preschool centres from rural China. Multilevel models were applied to the hierarchical data and these multilevel analyses revealed that, less than 10% of the variations in cognitive and social outcomes at school entry were attributable to the preschool-centre differences. After accounting for selected background factors, preschool home activities were relevant to various aspects of cognitive and social development during preschool and at school entry; home activities appeared to be more relevant to social development. Positive associations were found between preschool centre quality (based on ECERS-R and ECERS-E), teachers’ qualifications and developmental outcomes both at preschool and at school entry; preschool centre experience appeared to be more relevant to cognitive development and teacher-report behaviour outcomes. In summary, while child and family background factors such as age, gender, family income and parental education are important, the extent of home activities in the preschool years and preschool centre experience may both exert an independent influence upon children's cognitive and social development before school entry. These findings highlight the importance of higher quality of preschool centre experience and a better home learning environment for child development at school entry in rural China.

Preschool Teachers' Use of pyramid Model Practices in Mainland China

Abstract: The social domain is 1 of 5 preschool curricular domains in mainland China. Chinese preschool teachers are expected to use teaching practices that foster young children's social competence. The purpose of this study was to explore a small sample of Chinese preschool teachers' use of teaching and behavior support practices associated with the Pyramid Model. Twenty preschool classrooms in mainland China were observed using the prepublication version of the Teaching Pyramid Observation Tool for Preschool Classrooms (L. Fox, M. L. Hemmeter, & P. Snyder, 2008). In addition, each teacher completed a social–emotional teaching practices survey. Results indicated that Chinese teachers were observed to use, on average, about 31% of key teaching practices associated with the Pyramid Model. They were implementing more universal promotion practices than targeted social–emotional teaching practices. Chinese teachers generally were not observed to be teaching behavior expectations and social problem solving, nor were they developing individualized interventions for children with the most persistent challenging behavior. Correlational analyses suggested that observed implementation of Pyramid Model practices generally was not related to self-reported use of these practices. Limitations and implications of the present study along with considerations for future research are discussed.

Perspectives on curriculum and pedagogy in a private kindergarten in China

Abstract: Set against the rapid development of private kindergartens in China in the last two decades, this thesis explores the Chinese perspectives of practitioners, parents and children on the curriculum and pedagogy of a private kindergarten delivering the Western Multiple Intelligence (MI) programme. This ethnographic study captures practitioners and parents perspectives by employing multiple methods including participant and non-participant observations, formal and informal interviews. It generated data on children's views through multiple participatory techniques. Research findings identify a changing perspective of childhood and children's rights in early childhood education and care (ECEC) provision in China. Practitioners and parents demonstrated a positive view about the MI programme and supporting children’s learning in relation to their different patterns of intelligences. Children liked the opportunities to develop their own interests in the areas of play provision linked to individual intelligences. Whilst practitioners and parents valued play-based activities in the MI programme, children conceptualised play differently and viewed some activities as 'learning' rather than 'play', which were defined by adults as 'play'. Practitioners and parents believed there was rich provision for 'play', however children felt opportunities for 'play' at kindergarten were fairly limited, in particular their 'play' time had been reduced in the final year of kindergarten due to the pressure of the transition from kindergarten to primary school. Children generally felt controlled and led by adults for most of their time at kindergarten and they articulated competently their interests, preferences and experiences in the kindergarten. The thesis identifies a need for Chinese policy-makers and ECEC practitioners to address the challenges of transplanting international programmes to a society with a Confucian educational tradition. Addressing the issue of children's participation in and construction of their kindergarten life would require acknowledging a wider range of stakeholder perspectives, including children's own voices.