As consumers of Early Childhood Education and Care (ECEC), Chinese parents play a crucial role in the ongoing process of monitoring, evaluating, and improving the quality of ECEC in China. This study used questionnaires to solicit parental feedback on the importance of, and their quality ratings for, aspects of ECEC. The researchers used a random…

This study aims to examine the views of 176 expert practitioners on the relevance and feasibility of applying the Chinese Early Childhood Environment Rating Scale (CECERS), which is developed based on the Chinese version of Harms, Clifford, and Cryer's (2005) world renowned Early Childhood Environment Rating Scale-revised (ECERS-R). The CECERS…

This study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. A total of 284 Chinese kindergarten teachers self-assessed the quality of their classroom teaching and rated their…

In China, the Central People's Government (2010) recently promulgated the "Compendium for China's Mid- and Long-Term Education Development," which declared that 95% of Chinese children should receive at least one year of preschool education, while 75% of children should receive a three-year preschool education by 2020. Subsequently, The…

In recent years, the Chinese government has initiated a national plan to universalize quality kindergartens for all age-eligible Chinese children. Kindergarten is the main form of early childhood education and care (ECEC) service across China. However, the government faces two thorny issues on the journey toward realizing educational equity for…