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.

• Part 1: The reform agenda in both Australia and China.- 1. Introduction: Early childhood education policy reforms in Australia and China.- 2. History, theory and practice: Early childhood in Australia and China.- 3. A Comparative Study of early childhood policy: Building the early childhood teacher workforce in China and Australia.- Part II: Comparative curriculum and its role in remodelling early childhood practice and pedagogy.- 4. The role of formal curriculum documents in early childhood education reform: China and Australia.- 5. Education and care for children under three in Australia and China- pedagogical perspectives.- 6. Education and care for children three – six years in Australia and China – pedagogical perspectives.- Part III: Transnational teacher education: a case study.- 7. Transnational education and an international partnership: A case study of a Collaborative Articulation Program (CAP).- 8. Early childhood teacher education: an international/transnational experience.- 9. Transnational education: Perspectives from academics.- 10. Transnational education: Perspectives from students.- Part IV: Conclusion and implications.- 11. Conclusion and implications.

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.

• Part 1: The reform agenda in both Australia and China.- 1. Introduction: Early childhood education policy reforms in Australia and China.- 2. History, theory and practice: Early childhood in Australia and China.- 3. A Comparative Study of early childhood policy: Building the early childhood teacher workforce in China and Australia.- Part II: Comparative curriculum and its role in remodelling early childhood practice and pedagogy.- 4. The role of formal curriculum documents in early childhood education reform: China and Australia.- 5. Education and care for children under three in Australia and China- pedagogical perspectives.- 6. Education and care for children three – six years in Australia and China – pedagogical perspectives.- Part III: Transnational teacher education: a case study.- 7. Transnational education and an international partnership: A case study of a Collaborative Articulation Program (CAP).- 8. Early childhood teacher education: an international/transnational experience.- 9. Transnational education: Perspectives from academics.- 10. Transnational education: Perspectives from students.- Part IV: Conclusion and implications.- 11. Conclusion and implications.

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.

• Part 1: The reform agenda in both Australia and China.- 1. Introduction: Early childhood education policy reforms in Australia and China.- 2. History, theory and practice: Early childhood in Australia and China.- 3. A Comparative Study of early childhood policy: Building the early childhood teacher workforce in China and Australia.- Part II: Comparative curriculum and its role in remodelling early childhood practice and pedagogy.- 4. The role of formal curriculum documents in early childhood education reform: China and Australia.- 5. Education and care for children under three in Australia and China- pedagogical perspectives.- 6. Education and care for children three – six years in Australia and China – pedagogical perspectives.- Part III: Transnational teacher education: a case study.- 7. Transnational education and an international partnership: A case study of a Collaborative Articulation Program (CAP).- 8. Early childhood teacher education: an international/transnational experience.- 9. Transnational education: Perspectives from academics.- 10. Transnational education: Perspectives from students.- Part IV: Conclusion and implications.- 11. Conclusion and implications.