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Book Chapter: Conclusions: Similarities and distinctions in early childhood education across Chinese societies

TitleConclusions: Similarities and distinctions in early childhood education across Chinese societies
Authors
Rao, NSun, J
Issue Date2017
PublisherSpringer
Citation
Conclusions: Similarities and distinctions in early childhood education across Chinese societies. In Rao, N; Zhou, J & Sun, J (Eds.), Early childhood education in Chinese societies, p. 251-257. Dordrecht, Netherlands: Springer, 2017 How to Cite?
DOI: http://dx.doi.org/10.1007/978-94-024-1004-4_15
AbstractIn this chapter, early childhood education (ECE) in the People’s Republic of China (PRC) or Mainland China, Hong Kong, Macao, Singapore, and Taiwan are compared in terms of (i) separation/integration of childcare services and kindergarten education, (ii) degree of public vs. private funding for ECE, (iii) unique cultural history and influences on ECE, and (iv) government guidelines and policy. It analyzes ECE policy in terms of the glocalization vs. globalization, the Confucian ideal of education, and adaptation vs. adoption. The chapter concludes by suggesting that it is time for ECE in Chinese societies to not just stride ahead but to acknowledge, accept, and integrate the learnings from different eras and societies
Persistent Identifierhttp://hdl.handle.net/10722/217889
ISBN
978-94-024-1003-7
ISSN
2468-8746

 

DC FieldValueLanguage
dc.contributor.authorRao, N-
dc.contributor.authorSun, J-
dc.date.accessioned2015-09-18T06:16:35Z-
dc.date.available2015-09-18T06:16:35Z-
dc.date.issued2017-
dc.identifier.citationConclusions: Similarities and distinctions in early childhood education across Chinese societies. In Rao, N; Zhou, J & Sun, J (Eds.), Early childhood education in Chinese societies, p. 251-257. Dordrecht, Netherlands: Springer, 2017-
dc.identifier.isbn978-94-024-1003-7-
dc.identifier.issn2468-8746-
dc.identifier.urihttp://hdl.handle.net/10722/217889-
dc.description.abstractIn this chapter, early childhood education (ECE) in the People’s Republic of China (PRC) or Mainland China, Hong Kong, Macao, Singapore, and Taiwan are compared in terms of (i) separation/integration of childcare services and kindergarten education, (ii) degree of public vs. private funding for ECE, (iii) unique cultural history and influences on ECE, and (iv) government guidelines and policy. It analyzes ECE policy in terms of the glocalization vs. globalization, the Confucian ideal of education, and adaptation vs. adoption. The chapter concludes by suggesting that it is time for ECE in Chinese societies to not just stride ahead but to acknowledge, accept, and integrate the learnings from different eras and societies-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofEarly childhood education in Chinese societies-
dc.titleConclusions: Similarities and distinctions in early childhood education across Chinese societies-
dc.typeBook_Chapter-
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.authorityRao, N=rp00953-
dc.identifier.doi10.1007/978-94-024-1004-4_15-
dc.identifier.scopuseid_2-s2.0-85083980937-
dc.identifier.hkuros253553-
dc.identifier.hkuros272882-
dc.identifier.spage251-
dc.identifier.epage257-
dc.identifier.eissn2468-8754-
dc.publisher.placeDordrecht, Netherlands-
dc.identifier.issnl2468-8746-

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