Comparing cultural differences in two quality measures in Chinese kindergartens: the Early Childhood Environment Rating Scale-Revised and the Kindergarten Quality Rating System

Abstract

This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten's placement on the KQRS. Results found two quality dimensions (Language-reasoning and Interaction) that did not distinguish the quality between any levels of kindergartens, whereas one dimension (Space and furnishing) successfully distinguished the quality between all levels of kindergartens. Activities and Programme structure only distinguished the quality differences between Level-2 and Level-3 kindergartens, whereas Personal care and Routines only distinguished the quality differences between Level-1 and Level-3 kindergartens. Findings based on item-level analysis provided further insights into underlying cultural and contextual reasons for differences found in the concepts of quality in the two evaluation systems. IntroductionMore and more children around the world are attending some form of early childhood education and care (ECEC) programmes. In China, nearly 48 million age-qualifying children (age three to six) are in need of ECEC services, while the government currently serves about 60% of them through 150,420 registered kindergartens (Ministry of Education of People's Republic of China 2010). As the government gradually increases the number of kindergartens, ECEC professionals are concerned about how to ensure the quality of ECEC through validating quality concepts and measuring standards embedded in the kindergarten quality rating systems

An exploratory study of gender and male teachers in early childhood education and care centres in China

“…Male ECTs were not expected to look after children under two years age, under the social construction of caring as 'women's work' in Chinese culture (Hou and Zhang 2009). There was also a tendency that the pedagogical aspects of ECEC were addressed with older children in Chinese kindergartens (Hu 2015), and in these centres there was little or no separation of responsibilities between male and female ECTs. This division of care and education in ECEC is believed by Western scholars to be demonstrating artificial and narrow perspectives on teaching and learning tasks, and there is a risk of failure to provide children with coherent and comprehensive ECEC programs (Warin 2014).…”

Examining Engagement and Interaction of Children With Disabilities in Inclusive Kindergartens in China

“…This line of inquiry is critical to influencing the global promotion of inclusive education and services. In addition, considering the unique contextual features of Chinese kindergartens, such as a large class size and use of group teaching as a main curricular and instructional approach (Hu, 2014;Li, Hu, Pan, Qin, & Fan, 2014), the impact of these contextual features on engagement and interaction of children with disabilities become critical features for researchers to investigate.…”

Discussion on the Role of Family in Kindergarten Cur-riculum Reform

“…Hu examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: The Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang's Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten's placement on the KQRS (Hu, 2015). Based on the observation of 180 early childhood classrooms using the Classroom Assessment Scoring System (CLASS), Hu et al found Chinese teachers scored lower on instruction support quality compared to international colleagues.…”