Early childhood educator' perspectives on how infants and toddlers learn: Australia and China

Li, M, Nyland, B, Margetts, K and Guan, Y 2017, 'Early childhood educator' perspectives on how infants and toddlers learn: Australia and China', International Journal of Child care and education Policy, vol. 11, no. 11, pp. 1-17.


Document type: Journal Article
Collection: Journal Articles

Title Early childhood educator' perspectives on how infants and toddlers learn: Australia and China
Author(s) Li, M
Nyland, B
Margetts, K
Guan, Y
Year 2017
Journal name International Journal of Child care and education Policy
Volume number 11
Issue number 11
Start page 1
End page 17
Total pages 17
Publisher SpringerOpen
Abstract This paper is an exploratory study to identify similarities and differences between two groups of early childhood educator' perceptions of how infants and toddlers learn in the contexts of Australia and China. There is a growing research base to support the idea that high quality education programs for children in the first three years are important for lifelong learning with the concept of participation and rights for infants and toddlers a main focus of practice. Educator's perceptions of children's participation in their own learning was the topic of this research. As Australia and China both seek to strengthen education and care provision in these very early years similarities and differences in approach have been investigated. The study was based on a theoretical understanding of learning and participation grounded in socio/cultural theories on the importance of context and the social nature of learning. An anonymous survey was conducted with educators working with infants and toddlers in early childhood services in the two countries. Results were similar for many of the survey questions with an emphasis on working with parents and the importance of creative activities significant areas of difference. These results have been discussed against the infant/toddler education and care literature and contextual information from both countries. Discussion focuses on educator' perceptions of how children learn and what is participation in these early years. The findings have implications for the training of educators working with infants and toddlers and for the design of early childhood programs for our very youngest.
Subject Early Childhood Education (excl. Maori)
Keyword(s) Infant toddler learning
Participation
Australia
China
Educator understandings of learning
DOI - identifier 10.1186/s40723-017-0035-9
Copyright notice © The Author(s) 2017. Creative Commons Attribution 4.0 International License.
ISSN 2288-6729
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