Citation

Spodek B. Early Child Res. Q. 1989; 4(1): 31-50.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/S0885-2006(89)90051-3

PMID

unavailable

Abstract

This paper presents a profile of Chinese kindergartens. The problems discussed are related to (a) the provision of kindergarten education, (b) the only child, (c) teacher training, (d) the knowledge base of kindergarten education, and (e) reform of the kindergarten curriculum. The Chinese are reforming the kindergarten to support creativity and individualy. Kindergarten educators are being introduced to Western educational theories. The content, methods, and materials will have to be altered, the administration of kindergarten education modified, and the qualifications for kindergarten teachers improved. Progress in reform will require additional resources for new kindergarten classes and for more and better educational resources, and to improve the qualifications of current teachers and the preparation of incoming teachers, as well as to increase the number of teachers. Chinese kindergarten educators must also modify the curriculum, making it more responsive to the needs of the children and the evolving culture.