Predictors of Chinese early childhood program quality: Implications for policies |
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Institution: | 1. Faculty of Education, University of Macau, E33, Av. da Universidade, Taipa, Macau, China;2. FPG Child Development Institute, University of North Carolina at Chapel Hill, United States;3. Hangzhou College of Early Childhood Teacher Education, Zhejiang Normal University at Hangzhou, Zhejiang Province, PR China;1. University of Macau, China;2. Nanyang Technological University, Singapore |
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Abstract: | This study explores the relationship between structural variables and program quality in early childhood programs across economic, sociocultural, and policy contexts in Zhejiang, China. Using the Chinese Early Childhood Environment Rating Scale (CECERS), researchers collected data in 162 randomly selected classrooms representative of the sociocultural and economic conditions of Chinese early childhood programs. The findings showed that a set of program structural variables accounted for 60% of the variance in overall program quality. Similar findings were shown for two specific program quality indicators: structural quality (‘Provisions for Learning’) and process quality (‘Teaching & Interaction’). Results suggest that policy makers in early childhood education in China should offer more benefits and training for teachers, recognize teachers' professional qualifications, and maintain lower child-to-teacher ratio to improve Chinese ECE programs. |
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