Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education

Source: Journal of Early Childhood Teacher Education, Volume 30, Issue 3 July 2009, pages 247 - 262.

This article introduces an exploratory study. The study was designed to measure the quality of early childhood education within its ever changing socio-cultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China.
Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.