Title

Exploring The Quality Of Early Childhood Education In China: Implications For Early Childhood Teacher Education

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. © National Association of Early Childhood Teacher Educators.

Publication Date

7-1-2009

Publication Title

Journal of Early Childhood Teacher Education

Volume

30

Issue

3

Number of Pages

247-262

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/10901020903084330

Socpus ID

70349515994 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/70349515994

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