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Comparative Perspectives on Early Childhood Education Reforms in Australia and China

Berenice Nyland (Hrsg.), Josephine Ng (Hrsg.)

ca. 85,59
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Springer International Publishing img Link Publisher

Geisteswissenschaften, Kunst, Musik / Kindergarten- und Vorschulpädagogik


This book has been designed to add to the study and experience of early childhood ideas and experience in an international context. The focus is Australia and China with three research projects explored to provide insights into the history and development of early childhood education in each country. The work offers a consideration of the complexity of early childhood education in local and global contexts, at a time when global relationships can benefit from moving beyond better cultural understandings to greater connections and reciprocity.

Each study has accompanying empirical data to support the interpretations offered. The first part of the book presents historical context and examines policy issues, the growth of the early childhood education workforce and the development of curriculum approaches in each country. The two projects that follow describe teachers’ perspectives of children’s learning and an in-depth study of a collaborative higher education program that details stakeholder experiences. By studying participant attitudes and ideas in each country we have been able to share early childhood knowledge and discuss perspectives through early childhood languages, like perspectives on the role, importance and nature of play and learning.




children's learning, curriculum reforms in Australia and China, early childhood teacher workforce reforms, infants and toddlers, early childhood workforce, how infants and toddlers learn, participatory learning, early childhood curriculum framework, Collaborative articulation program, international partnership, Transnational education, internationalization of early childhood education