Overview
- Explores curriculum and its role in remodelling early childhood practice and pedagogy
- Focuses on early childhood educators’ perceptions on how infants and toddlers learn
- Provides evidence from research conducted in both China and Australia on early childhood teachers’ perspectives on children’s learning
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 32)
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Table of contents (11 chapters)
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Front Matter
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The Reform Agenda in Both Australia and China
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Front Matter
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Comparative Curriculum and Its Role in Remodelling Early Childhood Practice and Pedagogy
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Front Matter
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Transnational Teacher Education: A Case Study
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Front Matter
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Conclusion and Implications
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Front Matter
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Back Matter
Keywords
- early childhood curriculum framework
- early childhood teacher workforce reforms
- curriculum reforms in Australia and China
- how infants and toddlers learn
- participatory learning
- internationalization of early childhood education
- early childhood workforce
- children's learning
- Transnational education
- Collaborative articulation program
- international partnership
- infants and toddlers
About this book
Each study has accompanying empirical data to support the interpretations offered. The first part of the book presents historical context and examines policy issues, the growth of the early childhood education workforce and the development of curriculum approaches in each country. The two projects that follow describe teachers’ perspectives of children’s learning and an in-depth study of a collaborative higher education program that details stakeholder experiences. By studying participant attitudes and ideas in each country we have been able to share early childhood knowledge and discuss perspectives through early childhood languages, like perspectives on the role, importance and nature of play and learning.
Editors and Affiliations
About the editors
Josephine Ng is a senior lecturer in the School of Education at RMIT University. She completed her PhD on early childhood education, practice and play, in a Singapore early childhood setting. Josephine has an undergraduate degree in business studies and leadership in early childhood has become a main teaching focus. As program manager of early childhood programs, as well as the international partnership described in part 111 of this volume she has managed, taught and researched in the area of comparative perspectives. Future research is planned to examine student mobility and placement experience.
Berenice Nyland is an adjunct professor in the School of education at RMIT. Her PhD was on preverbal language in group settings. Her teaching and research have a focus on languages of childhood, including music and a book on Child Art. Berenice is on the editorial committee of the Australasian Journal of Early Childhood. She is presently completing a bookon the adult’s role in children’s developing musical cultures.
Bibliographic Information
Book Title: Comparative Perspectives on Early Childhood Education Reforms in Australia and China
Editors: Josephine Ng, Berenice Nyland
Series Title: International Perspectives on Early Childhood Education and Development
DOI: https://doi.org/10.1007/978-3-030-53475-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-53474-5Published: 06 October 2020
Softcover ISBN: 978-3-030-53477-6Published: 07 October 2021
eBook ISBN: 978-3-030-53475-2Published: 05 October 2020
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: XIII, 192
Number of Illustrations: 2 b/w illustrations
Topics: Early Childhood Education, International and Comparative Education, Curriculum Studies, Educational Policy and Politics