Springer Comparative Perspectives on Early Childhood Education Reforms in Australia and China: 32 (International Perspectives on Early Childhood Education and Development, 32)

This book has been designed to add to the study and experience of early childhood ideas and experience in an international context. The focus is Australia and China with three research projects explored to provide insights into the history and development of early childhood education in each country. The work offers a consideration of the complexity of early childhood education in local and global contexts, at a time when global relationships can benefit from moving beyond better cultural understandings to greater connections and reciprocity. 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.   From the Back Cover This book has been designed to add to the study and experience of early childhood ideas and experience in an international context. The focus is Australia and China with three research projects explored to provide insights into the history and development of early childhood education in each country. The work offers a consideration of the complexity of early childhood education in local and global contexts, at a time when global relationships can benefit from moving beyond better cultural understandings to greater connections and reciprocity. 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. About the Author 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 book on the adult’s role in children’s developing musical cultures.