Predictors of Chinese early childhood program quality: Implications for policies. (November 2016)

• Record Type: Journal Article
• Authors: Hu, Bi Ying; Mak, Miranda Chi Kuan; Neitzel, Jennifer; Li, Kejian; Fan, Xitao
• Is Part Of: Children and youth services review. Volume 70(2016:Nov.)
• Page Start: 152
• Page End: 162
• Publication Date: 2016-11
• Subjects: Chinese Early Childhood Environment Rating Scale -- Structural predictor -- Process quality -- Policy; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2016.09.013
• Languages: English
• ISSNs: 0190-7409

Abstract

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. Highlights: Structural aspects of program quality are key components of the overall quality in Chinese ECE settings Similar to Western studies, a two-factor solution was found for the Chinese version of the ECERS-R More benefits and training, professional qualifications, and low child-teacher ratio may improve ECE quality