The needs and difficulties in socializing the young in contemporary China: Early childhood education experts’ perspectives

Hsueh, Yeh; Hao, Jun; Zhang, Hui

doi:10.1177/1478210315612655

Cited by 7 publications

(3 citation statements)

References 7 publications

(10 reference statements)

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“…Fourthly, research on children's collaboration is imperative in early childhood education. In their study that investigated Chinese early childhood experts' perspectives on the educational needs of preschool children, Hsueh et al (2015) found that ‘the willingness and skills to share, get along and collaborate with others’ was one of the urgent needs in children's learning (p. 127). This finding supports the conclusions of researchers elsewhere.…”

Section: Learning Disposition Of Collaboration In Chinese Early Child...mentioning

confidence: 99%

Preschool children's dispositions of collaboration: A Chinese study

2022

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There is converging evidence that young children's development of peer collaboration is crucial for their later success in life. However, little attention has been paid to how children develop collaboration as a lifelong capability.Drawing on the notion of learning disposition, this study explored Chinese children's dispositions of collaboration. Our aim was to identify the characteristics of these dispositions and considered how they might suggest a possible direction of growth. The research was conducted in a preschool classroom. Findings reveal an interwoven relation between children's collaboration and their learning decisions, where ideas of interest, fun, friend, help and responsibility were embedded.

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Section: Learning Disposition Of Collaboration In Chinese Early Child...mentioning

confidence: 99%

Preschool children's dispositions of collaboration: A Chinese study

2022

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“…In our everyday life, one should engage in a wide variety of conversations, ranging from online meetings advancing project collaborations to chitchats forming personal ideologies. However, not everyone is good at socializing [25] and online newcomers face special difficulties as a result of the diffuse, decentralized, and anonymous textbased interactions [2,12]. It is rather challenging for a newcomer to engage in an online multi-party conversation.…”

Section: Introductionmentioning

confidence: 99%

Successful New-entry Prediction for Multi-Party Online Conversations via Latent Topics and Discourse Modeling

Wang¹,

Li²,

Zeng³

et al. 2021

Preprint

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With the increasing popularity of social media, online interpersonal communication now plays an essential role in people's everyday information exchange. Whether and how a newcomer can better engage in the community has attracted great interest due to its application in many scenarios. Although some prior works that explore early socialization have obtained salient achievements, they are focusing on sociological surveys based on the small group. To help individuals get through the early socialization period and engage well in online conversations, we study a novel task to foresee whether a newcomer's message will be responded to by other participants in a multi-party conversation (henceforth Successful New-entry Prediction). The task would be an important part of the research in online assistants and social media. To further investigate the key factors indicating such engagement success, we employ an unsupervised neural network, Variational Auto-Encoder (VAE), to examine the topic content and discourse behavior from newcomer's chatting history and conversation's ongoing context. Furthermore, two large-scale datasets, from Reddit and Twitter, are collected to support further research on new-entries. Extensive experiments on both Twitter and Reddit datasets show that our model significantly outperforms all the baselines and popular neural models. Additional explainable and visual analyses on new-entry behavior shed light on how to better join in others' discussions. CCS CONCEPTS• Human-centered computing → Collaborative and social computing; • Information systems → Personalization.

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“…In addition, sangang, the above-mentioned Confucian hierarchical relationships between adults and children, may limit young children's status and practice as citizens. Specifically, as found in Section 8.2.3, tinghua, which means children should follow the instructions of adults and obey the rules of the classroom, remains to be one of the most important cultural constructs to govern how young children think and behave (Chen & Lau, 2020;Hsueh et al, 2015), and for teachers and parents to assess whether children are good citizens or not in the Chinese context.…”

Section: The Problematised Children's Citizenship In Chinamentioning

confidence: 99%

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

Xu¹

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This study responds to recent calls for greater attention to young children in citizenship studies and to the shifting conceptions of young children’s citizenship. As a cross-national analysis, it contributes to a regional and global focus on, and conversations about, young children’s citizenship and pedagogical affordances in early childhood settings. It further explores the movement of global discourses of young children’s citizenship through national curriculum policies in China and Aotearoa New Zealand, and into early childhood settings where young children learn and exercise their citizenship. The research design has adopted a poststructural orientation and employed qualitative, comparative and ethnography-informed approaches. Michel Foucault’s notion of discourse, power and subject have been used as the main theoretical devices to attend to the multiple truths of children’s citizenship and power relations in early childhood settings. In addition, this research has been informed by Kuan-Hsing Chen’s (2010) Asia as Method: Toward Deimperialization, drawing attention to the cultural and historical specificity of each local context and different interpretations and practices of young children’s citizenship in China and Aotearoa New Zealand. A Foucauldian-inspired reflexive thematic analysis has been employed to interrogate (i) key curriculum documents and (ii) interviews with kindergarten teachers in both nations, the latter inspired by video-cued ethnography (Tobin et al., 1989; Tobin et al., 2009). The research findings suggest that children’s citizenship is discursively constructed in early childhood curricula as belonging and connectedness, rights and responsibilities, and development and preparation. Teacher participants in both nations pointed out that citizenship is of significant value for young children, and that kindergartens are key sites for children to enact their citizenship. Four significant ideas emerged from the research findings. First, by illuminating the cultural-historical contingency and contextual specificity of discourses in China and Aotearoa New Zealand, this study argues for a context-specific understanding of children’s citizenship that recognises the syncretism of social, cultural and historical features in different contexts. Second, children’s status and practices as citizens are problematic in both contexts, as multiple techniques of power produce child citizens as ‘docile bodies’. Third, this study offers an alternative position – negotiated citizenship – which recognises the dynamic power relations in early childhood settings, how children exercise power as citizens, and how they take up and extend the possibilities available to them. Last, this study reveals the necessity and meaningfulness of cross-cultural reflexivity in relation to early childhood education and young children’s citizenship.

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The needs and difficulties in socializing the young in contemporary China: Early childhood education experts’ perspectives

Cited by 7 publications

References 7 publications

Preschool children's dispositions of collaboration: A Chinese study

Preschool children's dispositions of collaboration: A Chinese study

Successful New-entry Prediction for Multi-Party Online Conversations via Latent Topics and Discourse Modeling

Discourses of children's citizenship in early childhood settings: A cross-national perspective in the global context

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