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Article: The Early Developmental Status and Differences of Young Children in China: A Report from the EAP—ECDS Validation Study
Title | The 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 |
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Authors | |
Keywords | Young Children in East Asia-Pacific Region Early Learning and Development in Children in China Economic and Cultural Differences |
Issue Date | 2018 |
Publisher | East 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? |
Abstract | The 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 Identifier | http://hdl.handle.net/10722/259573 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Zhou, J | - |
dc.contributor.author | Zhang, L | - |
dc.contributor.author | Rao, N | - |
dc.date.accessioned | 2018-09-03T04:10:09Z | - |
dc.date.available | 2018-09-03T04:10:09Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Global 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.issn | 1009-9670 | - |
dc.identifier.uri | http://hdl.handle.net/10722/259573 | - |
dc.description.abstract | The 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.language | eng | - |
dc.publisher | East China Normal University (華東師范大學). | - |
dc.relation.ispartof | Global Education | - |
dc.relation.ispartof | 全球教育展望 | - |
dc.subject | Young Children in East Asia-Pacific Region | - |
dc.subject | Early Learning and Development in Children in China | - |
dc.subject | Economic and Cultural Differences | - |
dc.title | The 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.type | Article | - |
dc.identifier.email | Rao, N: nrao@hku.hk | - |
dc.identifier.authority | Rao, N=rp00953 | - |
dc.identifier.hkuros | 288250 | - |
dc.identifier.volume | 2018 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 114 | - |
dc.identifier.epage | 128 | - |
dc.publisher.place | China (中國) | - |
dc.identifier.issnl | 1009-9670 | - |