Jennifer J. Chen – författare

With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots.Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice, the child-centered approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curricula may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, this book offers insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era.This volume serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders.

With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots.Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice, the child-centered approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curricula may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, this book offers insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era.This volume serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders.

With strong executive function skills, young children can plan, focus, self-regulate, organize, and problem-solve!Children who do not develop strong executive function (EF) skills often struggle with learning, classroom routines, and relationships. But EF skills can be improved in early childhood, and this book guides teachers to support children's EF in ways that are developmentally appropriate and easily integrated into existing routines and play experiences.Teachers will discover Practical explanations of what the executive function system does, how it develops, and why children need intentional support to develop EF skillsFive EF skills that are particularly important in the preschool years: selective attention, inhibitory control, working memory, cognitive flexibility, and problem solvingHow to facilitate those skills through daily routines, play, games, movement activities, and mindfulness practicesAdditional ways to support children who struggle the most with EF skills, including children with neurodiverse conditions such as ADHD and autismStrategies they can share with families to use at homeAs educators support children's development of these skills will the activities in this book, they help children build success in school and in life.

This book evaluates recent early childhood education policies on the basis of a ‘3A2S’ framework, which refers to accessibility, affordability, accountability, sustainability, and social justice. It systematically and empirically reviews early childhood education policies in specific countries and areas in the Asia-Pacific Region, such as Australia, Mainland China, Hong Kong, Macau, Taiwan, Korea, Japan, Singapore, Vietnam, New Zealand, Pacific Islands, and so on. As the first English-language collection of large-scale reviews of early childhood education policies in Asia Pacific, this book will be of great value to early childhood educators, policymakers, researchers, and postgraduate students in the Region and beyond.