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Predictors of Chinese early childhood program quality: Implications for policies

Author

Listed:
  • Hu, Bi Ying
  • Mak, Miranda Chi Kuan
  • Neitzel, Jennifer
  • Li, Kejian
  • Fan, Xitao

Abstract

This study explores the relationship between structural variables and program quality in early childhood programs across economic, sociocultural, and policy contexts in Zhejiang, China. Using the Chinese Early Childhood Environment Rating Scale (CECERS), researchers collected data in 162 randomly selected classrooms representative of the sociocultural and economic conditions of Chinese early childhood programs. The findings showed that a set of program structural variables accounted for 60% of the variance in overall program quality. Similar findings were shown for two specific program quality indicators: structural quality (‘Provisions for Learning’) and process quality (‘Teaching & Interaction’). Results suggest that policy makers in early childhood education in China should offer more benefits and training for teachers, recognize teachers' professional qualifications, and maintain lower child-to-teacher ratio to improve Chinese ECE programs.

Suggested Citation

  • Hu, Bi Ying & Mak, Miranda Chi Kuan & Neitzel, Jennifer & Li, Kejian & Fan, Xitao, 2016. "Predictors of Chinese early childhood program quality: Implications for policies," Children and Youth Services Review, Elsevier, vol. 70(C), pages 152-162.
    • Handle: RePEc:eee:cysrev:v:70:y:2016:i:c:p:152-162
    DOI: 10.1016/j.childyouth.2016.09.013
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    References listed on IDEAS

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    1. Gunilla Dahlberg & Peter Moss, 2008. "Beyond Quality in Early Childhood Education and Care – Languages of Evaluation," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 6(2), pages 21-26, 07.
    2. repec:ces:ifodic:v:6:y:2008:i:2:p:14567133 is not listed on IDEAS
    3. Gunilla Dahlberg & Peter Moss, 2008. "Beyond Quality in Early Childhood Education and Care – Languages of Evaluation," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 6(02), pages 21-26, July.
    4. repec:mpr:mprres:1672 is not listed on IDEAS
    5. Kin Bing Wu & Mary Eming Young & Jianhua Cai, 2012. "Early Child Development in China : Breaking the Cycle of Poverty and Improving Future Competitiveness," World Bank Publications - Books, The World Bank Group, number 9383.
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    Cited by:

    1. D’Jamila Garcia & Francisco Simões & Leonor Bettencourt & Cecília Aguiar & Inês Alves Ferreira & Joana Mendonça & Carla Moleiro & Antonella Rocca & Vladislava Lendzhova, 2023. "Predictors of Secondary Education Completion across Portuguese Municipalities: Evidence from the 2009–2018 Period," Societies, MDPI, vol. 13(9), pages 1-17, August.
    2. Shuang Yang, 2021. "The Long-Run Effects of Early Childhood Education and Care—An Empirical Analysis Based on the China Family Panel Studies Survey," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 2021-2044, October.
    3. Веракса А. Н. & Гаврилова М. Н. & Бухаленкова Д. А., 2019. "Связь Процессуального Качества Образовательной Среды И Показателей Развития Речи," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.
    4. Aleksander Veraksa & Margarita Gavrilova & Daria Bukhalenkova, 2019. "Association between the Quality of Teacher-Child Interaction and Language Development," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.
    5. Wang, Shuang & Ying Hu, Bi & LoCasale-Crouch, Jeniffer, 2020. "Modeling the nonlinear relationship between structure and process quality features in Chinese preschool classrooms," Children and Youth Services Review, Elsevier, vol. 109(C).
    6. Hu, Bi Ying & Wang, Shuang & Song, Yingquan & LoCasale-Crouch, Jennifer, 2020. "Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools," Children and Youth Services Review, Elsevier, vol. 116(C).

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