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Play in Asian Preschools? Mapping a Landscape of Hindering Factors
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Bautista, Alfredo; Yu, Jimmy; Lee, Kerry; Sun, Jin – Contemporary Issues in Early Childhood, 2021
This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The…
Descriptors: Foreign Countries, Barriers, Play, Preschool Education
Gender-Diverse Practitioners in Early Years Education and Care (EYEC): A Cross-Cultural Study of Scotland, Hong Kong, and Mainland China
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Xu, Yuwei – Early Years: An International Journal of Research and Development, 2020
This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of…
Descriptors: Foreign Countries, Cultural Differences, Teaching Methods, Early Childhood Education
Loud and Clear: Effective Language of Instruction Policies for Learning. A World Bank Policy Approach Paper
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Crawford, Michael; Marin, Sergio Venegas – World Bank, 2021
The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in…
Descriptors: International Organizations, Second Language Learning, Second Language Instruction, Educational Policy
A Longitudinal Study of Children's Voices in Regard to Stress and Coping during the Transition to School
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Wong, Mun – Early Child Development and Care, 2016
This study explores (1) how parental and teacher scaffolding and children's coping strategies contribute to children's adjustment during the transition from preschool to school; and (2) how children's perception of stress and coping are constructed over time. The sample included 216 six-year-old children, their parents and teachers. The parents,…
Descriptors: Student Adjustment, Stress Management, Stress Variables, Coping
Unpacking Neoliberal Policies: Interrupting the Global and Local Production of the Norms
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Lee, I-Fang – Journal of Pedagogy, 2012
Early Childhood Education and Care (ECEC) has been constructed as a new site for educational, sociocultural, political, and economic investment. Coupled with such a growing and popular recognition of ECEC as a significant period of children's learning and development are critical issues concerning accountability, affordability, and accessibility…
Descriptors: Neoliberalism, Early Childhood Education, Preschool Education, Educational Quality
Early Childhood Education Voucher in Hong Kong: Perspectives from Online Communities
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Li, Hui; Wong, Jessie Ming Sin; Wang, X. Christine – International Journal of Early Childhood, 2008
Educational authorities in the Hong Kong Special Administrative Region (HKSAR) of China introduced an early childhood education voucher system in 2007 with two implicit goals: to turn profit kindergartens into non-profit ones and to curtail parental choice. This initiative has caused a great deal of controversy locally and internationally, so the…
Descriptors: Early Childhood Education, Foreign Countries, Educational Vouchers, Kindergarten