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Article: The Early Developmental Status and Differences of Young Children in China: A Report from the EAP—ECDS Validation Study

TitleThe Early Developmental Status and Differences of Young Children in China: A Report from the EAP—ECDS Validation Study
我國早期兒童學習發展的現狀分析: 一項來自EAP-ECDS 的研究報告
Authors
KeywordsYoung Children in East Asia-Pacific Region
Early Learning and Development in Children in China
Economic and Cultural Differences
Issue Date2018
PublisherEast China Normal University (華東師范大學).
Citation
Global Education, 2018, v. 2018 n. 7, p. 114-128 How to Cite?
全球教育展望, 2018, v. 2018 n. 7, p. 114-128 How to Cite?
AbstractThe study explores the status and differences in early learning and development of 1,785 children between 3 and 6 years of age in China. By adopting the East Asia-Pacific Early Childhood Development Scales( EAP-ECDS), the study examines child development in seven domains,including cognitive, social-emotional, motor, language and emergent literacy, health, hygiene and safety, cultural knowledge and participation, and approaches to learning. Findings demonstrate that children in China achieve a good level in early learning and development. Chinese children gain significantly better scores in six developmental domains except for motor development than those from other five countries in the East Asia-Pacific Region. In addition, there are regional and urbanrural differences in child development in China. Children from economically advantaged provinces and municipalities in the East and urban areas exhibit higher level of performances in different domains while those from the West and rural areas show significantly lower scores. However, there are differences in strengths and weaknesses in child development in different regions. Further,children from high quality kindergartens are more likely to show better performance in child development. The study indicates that there are economic and cultural differences in early learning and development in young children in China. Thus, to promote quality of all kindergartens might be an important pathway to improve development of children throughout China
Persistent Identifierhttp://hdl.handle.net/10722/259573
ISSN

 

DC FieldValueLanguage
dc.contributor.authorZhou, J-
dc.contributor.authorZhang, L-
dc.contributor.authorRao, N-
dc.date.accessioned2018-09-03T04:10:09Z-
dc.date.available2018-09-03T04:10:09Z-
dc.date.issued2018-
dc.identifier.citationGlobal Education, 2018, v. 2018 n. 7, p. 114-128-
dc.identifier.citation全球教育展望, 2018, v. 2018 n. 7, p. 114-128-
dc.identifier.issn1009-9670-
dc.identifier.urihttp://hdl.handle.net/10722/259573-
dc.description.abstractThe study explores the status and differences in early learning and development of 1,785 children between 3 and 6 years of age in China. By adopting the East Asia-Pacific Early Childhood Development Scales( EAP-ECDS), the study examines child development in seven domains,including cognitive, social-emotional, motor, language and emergent literacy, health, hygiene and safety, cultural knowledge and participation, and approaches to learning. Findings demonstrate that children in China achieve a good level in early learning and development. Chinese children gain significantly better scores in six developmental domains except for motor development than those from other five countries in the East Asia-Pacific Region. In addition, there are regional and urbanrural differences in child development in China. Children from economically advantaged provinces and municipalities in the East and urban areas exhibit higher level of performances in different domains while those from the West and rural areas show significantly lower scores. However, there are differences in strengths and weaknesses in child development in different regions. Further,children from high quality kindergartens are more likely to show better performance in child development. The study indicates that there are economic and cultural differences in early learning and development in young children in China. Thus, to promote quality of all kindergartens might be an important pathway to improve development of children throughout China-
dc.languageeng-
dc.publisherEast China Normal University (華東師范大學).-
dc.relation.ispartofGlobal Education-
dc.relation.ispartof全球教育展望-
dc.subjectYoung Children in East Asia-Pacific Region-
dc.subjectEarly Learning and Development in Children in China-
dc.subjectEconomic and Cultural Differences-
dc.titleThe Early Developmental Status and Differences of Young Children in China: A Report from the EAP—ECDS Validation Study-
dc.title我國早期兒童學習發展的現狀分析: 一項來自EAP-ECDS 的研究報告-
dc.typeArticle-
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.authorityRao, N=rp00953-
dc.identifier.hkuros288250-
dc.identifier.volume2018-
dc.identifier.issue7-
dc.identifier.spage114-
dc.identifier.epage128-
dc.publisher.placeChina (中國)-

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