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2009•Journal of Early Childhood Teacher EducationOpen access

Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Bi Ying Hu, Judit Szente

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Abstract

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.

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What this paper is about

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.

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OpenAlex reports 73 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

The following article introduces an exploratory study that was designed to measure the quality of early childhood education within its ever changing sociocultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.

Key concepts: Early childhood education, Early childhood, Psychology, Early childhood teacher, China, Context (archaeology), Exploratory research, Beijing

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