Expert practitioner's views about the Chinese early childhood environment rating scale

Abstract

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 measures the quality of Chinese kindergartens, in which teachers have traditionally utilised whole-group teaching as the main approach to curriculum planning and delivery as well as organisation of learning environment. What constitutes quality kindergarten practice in the Chinese contexts and tension between 'objective' quality and culturally-appropriate quality will be discussed. Using a five-point Likert Scale, reviewers rated and provided comments for: (1) the quality of the instrument overall; (2) the appropriateness of the major changes made in CECERS in comparison to the ECERS-R; and (3) feedback for each quality dimension. Results, organised by the predetermined survey questions, show that, overall, reviewers highly support CECERS as a much needed, valuable, quality measure. They also support all the suggested changes to make the instrument culturally relevant and contextually meaningful. Meanwhile, they offer helpful suggestions for future revisions and pose some issues and concerns about the applicability of the instrument to measure quality practice in rural areas of China which are worth debating.

Why is Group Teaching So Important to Chinese Children's Development?

“…Over the past two decades, Chinese ECE has shown some changes reflecting China's modernisation and ECE reform efforts; however, the program continues to be teacher-centred, with a strong emphasis on mastery of knowledge, obeying authority and utilising highly structured activities (Tobin, Hsueh & Karasawa, 2009). Chinese traditional and cultural standards support the use of teacher-led whole-group teaching instead of child-initiated play (Hu, Vong, Chen & Li, 2014;Tobin et al, 2009).…”

Children's Literacy Play Environments: Snapshots of Practitioner Research for Change

“…Largely, early childhood learning environments have been studied using the framework of rating scales (Fenech, 2011;Harms, Clifford & Cryer, 1998; UK ECERS Network, n.d.) that have been seen by many as synonymous with quality (Neylon, 2014). Newer versions pay greater attention to sociocultural environments and literacy learning to respond to constructivist, cultural and complex views of quality (Ying Hu, Vong, Chen & Li, 2015).…”

Early childhood education and care for Tibetan children in the People’s Republic of China: Left behind or led from behind?

“…Finally, the Chinese government continues to face the greater challenge of increasing the quality of programs serving vulnerable children. Further research and training is required to adequately address the need for contextually enhanced teaching resources and authentic strategies to reflect and promote equal access to high-quality ECEC (Hu et al, 2014). Therefore, taking care of vulnerable or disadvantaged groups through reformed resources allocation can play an important role in ensuring social stability and social justice (Ruan and Song, 2013).…”

“…Specifically, the government set goals to ensure that all Chinese children, in both urban and rural areas, receive 1 year of ECEC by 2020. Their aim was to increase overall student achievement (Hu et al, 2014). After the release of the Plan, in November 2010, in order to improve the implementation, the China State Council (2010) issued Document 41#, entitled “Issues Regarding Current Development of Early Childhood Education.” This document outlined a complete system design for ECEC and was accompanied with a series of important strategies.…”

“…At the same time, a market-based model of ECEC has been primarily adopted in the PRC. Competition and choice are thought to ensure the model's well-being (Hu et al, 2014). Essentially, the number of public service programs aimed at early childhood education has been reduced significantly over the past 20 years due to strong reforms in the PRC economic system.…”