Pub Date : 2016-09-01DOI: 10.17206/APJRECE.2016.10.3.71
B. Nyland, Yang Gao, Zeng Xioadong, J. Ng
In recent years early childhood education has become a focus for ambitious reforms in China. The emphasis on early experiences in this study was designed to address issues of unequal life chances, that is, the opportunities that individuals have to improve their lives across the life span. Children in rural China are more likely to be educationally disadvantaged and lack of birth registration compounds this problem. This paper examines data from rural China that was designed to collect household information including details of birth registration. The survey data indicated that a significant number of children in the study had no birth registration. Here we contrast the families with a registered child and the families with an unregistered child in relation to their knowledge of childrearing and how their knowledge and beliefs were put into practice. Findings indicate that there were identifiable differences in the two groups and these may be significant for policy makers and local governments when designing interventions to assist in alleviating poverty.
{"title":"Life chances and birth registration: A study from rural China","authors":"B. Nyland, Yang Gao, Zeng Xioadong, J. Ng","doi":"10.17206/APJRECE.2016.10.3.71","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.3.71","url":null,"abstract":"In recent years early childhood education has become a focus for ambitious reforms in China. The \u0000emphasis on early experiences in this study was designed to address issues of unequal life chances, \u0000that is, the opportunities that individuals have to improve their lives across the life span. Children in \u0000rural China are more likely to be educationally disadvantaged and lack of birth registration \u0000compounds this problem. This paper examines data from rural China that was designed to collect \u0000household information including details of birth registration. The survey data indicated that a \u0000significant number of children in the study had no birth registration. Here we contrast the families \u0000with a registered child and the families with an unregistered child in relation to their knowledge of \u0000childrearing and how their knowledge and beliefs were put into practice. Findings indicate that there \u0000were identifiable differences in the two groups and these may be significant for policy makers and \u0000local governments when designing interventions to assist in alleviating poverty.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90728709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-01DOI: 10.17206/APJRECE.2016.10.3.27
Xin Fan, B. Nyland, C. Nyland
This paper reports on a research program that investigates policy and practice relating to the building of a Chinese early childhood workforce in a context of changed government policy, improved standards regarding teacher qualifications and curriculum content, and changing parental expectations. The evolving context reflects the fact that recent economic development in China has witnessed enhanced need for a workforce that is suitable for jobs that require advanced skills and a high capacity to learn. This identified need has brought a renewed interest in early childhood education. Subsequently, policy makers have raised questions regarding what early childhood teachers should know and the skills they need to acquire to be competent practitioners. The research findings draw on interviews conducted with 24 kindergarten directors from provinces across China. The interview explored opinions about skills and attributes teachers require, level and form of knowledge they need, and how teachers’ capacities might be enhanced.
{"title":"What Knowledge and Skills Do Chinese Kindergarten Teachers Need in a Time of Reform: Director’s Perspectives","authors":"Xin Fan, B. Nyland, C. Nyland","doi":"10.17206/APJRECE.2016.10.3.27","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.3.27","url":null,"abstract":"This paper reports on a research program that investigates policy and practice relating to the building \u0000of a Chinese early childhood workforce in a context of changed government policy, improved \u0000standards regarding teacher qualifications and curriculum content, and changing parental expectations. \u0000The evolving context reflects the fact that recent economic development in China has witnessed \u0000enhanced need for a workforce that is suitable for jobs that require advanced skills and a high \u0000capacity to learn. This identified need has brought a renewed interest in early childhood education. \u0000Subsequently, policy makers have raised questions regarding what early childhood teachers should \u0000know and the skills they need to acquire to be competent practitioners. The research findings draw on \u0000interviews conducted with 24 kindergarten directors from provinces across China. The interview \u0000explored opinions about skills and attributes teachers require, level and form of knowledge they need, \u0000and how teachers’ capacities might be enhanced.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90874044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.17206/apjrece.2016.10.2.29
Dongju Shin
This study reviewed outdoor play articles published in Korea during past 10 years. The purposes were to determine the main themes of outdoor play articles and the research methods used in the studies. To summarize the main findings: (1) seven research themes were identified, with ‘outdoor play environment’ and ‘children’s outdoor play behaviors’ being the major research topics. (2) With regard to research method, approximately two-thirds of studies employed a quantitative methodology, with survey being the most frequent. However, when exploring the theme of ‘outdoor play experience,’ all studies used qualitative research methods such as participant observation, interview, or archival data collection.
{"title":"Research on Children’s Outdoor Play: Analysis of Published Journal Articles in Korea from 2005 to 2015","authors":"Dongju Shin","doi":"10.17206/apjrece.2016.10.2.29","DOIUrl":"https://doi.org/10.17206/apjrece.2016.10.2.29","url":null,"abstract":"This study reviewed outdoor play articles published in Korea during past 10 years. The purposes were \u0000to determine the main themes of outdoor play articles and the research methods used in the studies. \u0000To summarize the main findings: (1) seven research themes were identified, with ‘outdoor play \u0000environment’ and ‘children’s outdoor play behaviors’ being the major research topics. (2) With regard \u0000to research method, approximately two-thirds of studies employed a quantitative methodology, with \u0000survey being the most frequent. However, when exploring the theme of ‘outdoor play experience,’ all \u0000studies used qualitative research methods such as participant observation, interview, or archival data \u0000collection.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72465578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.17206/APJRECE.2016.10.2.47
Yonghee Hong, Haejeon Kim, W. Jeun
The purposes of this research were to understand children’s perception of happiness and to propose suggestions for improving the level of happiness based on children's needs by analyzing individual interviews about what makes them happy and why. The subjects of the study were 163 children aged three to five at two kindergartens and one daycare center in Seoul, South Korea. Research results were as follows. First, they indicated living things (human, animal, plant) and inanimate things (plaything, school supply/book, tool/machine, accessory, food, property) as the objects that make them happy. The most frequently indicated objects that make children happy included plaything (toy) (31.9%), human (12.3%), school supply/book (10.6%). Secondly, the reason why specific objects make children happy was because those objects provided satisfaction with desire for play, emotional satisfaction, practical satisfaction, esthetic satisfaction, satisfaction with desire for creation, and moral satisfaction. The most frequent reason regarding why they become happy was because they could play with playthings, and felt fun or good when they play. The identified playthings that make children happy and satisfy their various needs were those which they could easily find at home and in the early childhood institutes. Such results suggest that children's happiness could be positively influenced by the setting where they could freely play while interacting with meaningful things.
{"title":"A Study on What Makes Young Children Happy","authors":"Yonghee Hong, Haejeon Kim, W. Jeun","doi":"10.17206/APJRECE.2016.10.2.47","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.47","url":null,"abstract":"The purposes of this research were to understand children’s perception of happiness and to propose \u0000suggestions for improving the level of happiness based on children's needs by analyzing individual \u0000interviews about what makes them happy and why. The subjects of the study were 163 children aged \u0000three to five at two kindergartens and one daycare center in Seoul, South Korea. Research results \u0000were as follows. First, they indicated living things (human, animal, plant) and inanimate things \u0000(plaything, school supply/book, tool/machine, accessory, food, property) as the objects that make \u0000them happy. The most frequently indicated objects that make children happy included plaything (toy) \u0000(31.9%), human (12.3%), school supply/book (10.6%). Secondly, the reason why specific objects \u0000make children happy was because those objects provided satisfaction with desire for play, emotional \u0000satisfaction, practical satisfaction, esthetic satisfaction, satisfaction with desire for creation, and \u0000moral satisfaction. The most frequent reason regarding why they become happy was because they \u0000could play with playthings, and felt fun or good when they play. The identified playthings that make \u0000children happy and satisfy their various needs were those which they could easily find at home and in \u0000the early childhood institutes. Such results suggest that children's happiness could be positively \u0000influenced by the setting where they could freely play while interacting with meaningful things.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82578344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-30DOI: 10.17206/APJRECE.2016.10.2.93
Yijun Hao, M. Fleer
Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, this study seeks to examine how scientific learning is fostered through collectively created imaginary situations during everyday family practices. This study forms part of a broader study, and in this paper the focus is on a three-year-old child and his family from Mainland China. A theoretical discussion of data collected reveals that a collectively created imaginary situation provides the conditions for a child’s exploration of scientific phenomenon not directly observable (e.g. Earth rotation and revolution). A form of collectively supported scientific consciousness was realized through discussions, imagining and re-imagining of everyday objects as scientific phenomenon. Scientific laws, as the rules of the scientific play being enacted by the family, enabled the child to be both imagining and viscerally experiencing which cannot be seen. The findings contribute to understanding how families create playful conditions that support scientific learning in the early childhood period.
{"title":"Creating collective scientific consciousness: A cultural-historical study of early learning about earth and space in the context of family imaginary play","authors":"Yijun Hao, M. Fleer","doi":"10.17206/APJRECE.2016.10.2.93","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.93","url":null,"abstract":"Based on a cultural-historical perspective, where play is conceptualized as the creation of an \u0000imaginary situation, this study seeks to examine how scientific learning is fostered through \u0000collectively created imaginary situations during everyday family practices. This study forms part of a \u0000broader study, and in this paper the focus is on a three-year-old child and his family from Mainland \u0000China. A theoretical discussion of data collected reveals that a collectively created imaginary \u0000situation provides the conditions for a child’s exploration of scientific phenomenon not directly \u0000observable (e.g. Earth rotation and revolution). A form of collectively supported scientific \u0000consciousness was realized through discussions, imagining and re-imagining of everyday objects as \u0000scientific phenomenon. Scientific laws, as the rules of the scientific play being enacted by the family, \u0000enabled the child to be both imagining and viscerally experiencing which cannot be seen. The \u0000findings contribute to understanding how families create playful conditions that support scientific \u0000learning in the early childhood period.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78706983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-30DOI: 10.17206/APJRECE.2016.10.2.125
Su-Jeong Wee, So Jung Kim, Kyoung Jin Kim
In spite of the emphases on multicultural education and role-playing activities in early childhood classrooms in South Korea, there has been a startling paucity of studies examining the effectiveness of role-play in teaching kindergarteners multiracial and ethnic awareness. This qualitative case study examines how South Korean kindergarteners develop their perception and understanding of racial and cultural diversity through role-plays. 25 five year-old children and their parents and teacher were participated. The data were collected in a metropolitan city in Korea for three months through participatory observations, interviews with the participants, and written materials. We found that roleplay activities functioned as a medium to foster the children’s emergent understanding of racial diversity, equality, and social justice, and to reduce their racial prejudice toward different racial groups. The findings of the study suggest how teachers should prepare and what they should provide and implement in order to help young children develop unbiased attitudes toward different races and cultures.
{"title":"Children’s Understanding of Racial Diversity through Role-Play: A Case Study of Kindergarteners in South Korea","authors":"Su-Jeong Wee, So Jung Kim, Kyoung Jin Kim","doi":"10.17206/APJRECE.2016.10.2.125","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.125","url":null,"abstract":"In spite of the emphases on multicultural education and role-playing activities in early childhood \u0000classrooms in South Korea, there has been a startling paucity of studies examining the effectiveness of \u0000role-play in teaching kindergarteners multiracial and ethnic awareness. This qualitative case study \u0000examines how South Korean kindergarteners develop their perception and understanding of racial and \u0000cultural diversity through role-plays. 25 five year-old children and their parents and teacher were \u0000participated. The data were collected in a metropolitan city in Korea for three months through \u0000participatory observations, interviews with the participants, and written materials. We found that roleplay \u0000activities functioned as a medium to foster the children’s emergent understanding of racial diversity, \u0000equality, and social justice, and to reduce their racial prejudice toward different racial groups. The \u0000findings of the study suggest how teachers should prepare and what they should provide and implement \u0000in order to help young children develop unbiased attitudes toward different races and cultures.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86915446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-30DOI: 10.17206/APJRECE.2016.10.2.71
N. Robertson
Dramatic play is recognised as an important source of learning and development for preschool children, yet there are increasing reports that the quality of dramatic play is declining. This paper aims to report on the findings of a mixed method study that examined the constructs of Australian preschool children’s dramatic play behaviour. Video observations and the Smilansky Scale for the Evaluation of Dramatic and Socio-Dramatic Play (Smilanksy & Shefatya, 1990) were used with 101 preschool children aged 4 to 6 years in selected early childhood educational settings in Melbourne, Australia. Findings reveal that the overall level of children’s dramatic play behaviour was low. A typology of four play styles will be presented. Implications on educators’ pedagogy are discussed.
{"title":"The complexity of preschool children’s dramatic play behaviour and play styles in Australia: a mixed methods study","authors":"N. Robertson","doi":"10.17206/APJRECE.2016.10.2.71","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.71","url":null,"abstract":"Dramatic play is recognised as an important source of learning and development for preschool \u0000children, yet there are increasing reports that the quality of dramatic play is declining. This paper aims \u0000to report on the findings of a mixed method study that examined the constructs of Australian \u0000preschool children’s dramatic play behaviour. Video observations and the Smilansky Scale for the \u0000Evaluation of Dramatic and Socio-Dramatic Play (Smilanksy & Shefatya, 1990) were used with 101 \u0000preschool children aged 4 to 6 years in selected early childhood educational settings in Melbourne, \u0000Australia. Findings reveal that the overall level of children’s dramatic play behaviour was low. A \u0000typology of four play styles will be presented. Implications on educators’ pedagogy are discussed.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78932766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-30DOI: 10.17206/APJRECE.2016.10.2.1
Wontaek Rhee
{"title":"Special Issue: Power of Play in Young Children’s Growth and Learning - Guest Editor’s INTRODUCTION","authors":"Wontaek Rhee","doi":"10.17206/APJRECE.2016.10.2.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.1","url":null,"abstract":"","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78300159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-30DOI: 10.17206/APJRECE.2016.10.2.7
S. Grieshaber
The place of play in early childhood curriculum documents in many countries in the Asia-Pacific region is undeniable. Yet the constructs of play in documents from East Asia closely resemble ideas of play that are valued in western early childhood research, textbooks, policy documents and contexts. This policy analysis discusses the changing concepts of play that are promoted in several countries and territories in the Asia-Pacific region. It investigates the challenges these changes present and the contradictions that may arise in regard to local tradition, heritage and culture in three Asia-Pacific contexts: Hong Kong Special Administrative Region, Mainland China and Australia. The article shows how policies change over time and provides a poignant representation of how early childhood policy and curriculum aspirations for Hong Kong SAR, Mainland China and Australia might have more in common than in the past.
{"title":"Play and Policy in Early Childhood Education in the Asia Pacific Region","authors":"S. Grieshaber","doi":"10.17206/APJRECE.2016.10.2.7","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.2.7","url":null,"abstract":"The place of play in early childhood curriculum documents in many countries in the Asia-Pacific \u0000region is undeniable. Yet the constructs of play in documents from East Asia closely resemble ideas \u0000of play that are valued in western early childhood research, textbooks, policy documents and contexts. \u0000This policy analysis discusses the changing concepts of play that are promoted in several countries \u0000and territories in the Asia-Pacific region. It investigates the challenges these changes present and the \u0000contradictions that may arise in regard to local tradition, heritage and culture in three Asia-Pacific \u0000contexts: Hong Kong Special Administrative Region, Mainland China and Australia. The article \u0000shows how policies change over time and provides a poignant representation of how early childhood \u0000policy and curriculum aspirations for Hong Kong SAR, Mainland China and Australia might have \u0000more in common than in the past.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82421642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.17206/APJRECE.2016.10.1.1
K. Guo
One of the key principles in the ideology which underpins education is the value of children’s family experience. Central to this idea is the view of parents as important. Parenting has become a vital dimension in contemporary education. Parenting discourses traditionally focus on such concepts as parenting style, approach, attitude or practice. The main consideration behind these concepts is what parents appear to be doing at a single point of time, referring to parenting per se. This paper takes on the notion of disposition in order to understand urban Chinese mothers’ habitual and characteristic ways of child rearing. It presents evidence to show that a group of Chinese mothers had parenting dispositions of motivation, responsibility and anxiety. Data came from a series of conversations between 50 Chinese mothers of preschool children and five early childhood teachers through a synchronous online text chat. In the process of consulting the early childhood teachers, the parents expressed many concerns, questions and views of childrearing and early childhood education, thereby providing evidence about their thinking and behaviour. Drawing on the concept of ‘disposition’, the study provides insights into the common thinking threads that characterized Chinese parenting and the ways those threads were woven into their disposed approaches to child rearing and early education.
{"title":"Motivation, Responsibility and Anxiety: Parenting Dispositions of Chinese Mothers","authors":"K. Guo","doi":"10.17206/APJRECE.2016.10.1.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2016.10.1.1","url":null,"abstract":"One of the key principles in the ideology which underpins education is the value of children’s family experience. Central to this idea is the view of parents as important. Parenting has become a vital dimension in contemporary education. Parenting discourses traditionally focus on such concepts as parenting style, approach, attitude or practice. The main consideration behind these concepts is what parents appear to be doing at a single point of time, referring to parenting per se. This paper takes on the notion of disposition in order to understand urban Chinese mothers’ habitual and characteristic ways of child rearing. It presents evidence to show that a group of Chinese mothers had parenting dispositions of motivation, responsibility and anxiety. Data came from a series of conversations between 50 Chinese mothers of preschool children and five early childhood teachers through a synchronous online text chat. In the process of consulting the early childhood teachers, the parents expressed many concerns, questions and views of childrearing and early childhood education, thereby providing evidence about their thinking and behaviour. Drawing on the concept of ‘disposition’, the study provides insights into the common thinking threads that characterized Chinese parenting and the ways those threads were woven into their disposed approaches to child rearing and early education.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76447995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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