Attitudes towards children with special needs vary around the world and may vary in different parts of the same country. For most Buddhist Thais, the birth of such a child indicates sins committed in the past and karmic consequences. For those of Sino-Thai lineage, such a child may indicate good fortune to come. Meanwhile, in China, many parents will refuse to accept a clinical diagnosis and will return to consult doctors numerous times in the hope of obtaining a second opinion. They may refuse to acknowledge the situation until the child is seven years old and able, therefore, to be admitted to a school specializing in treating children with special needs. Across Thailand, teachers have comparatively high social status and a greater proportion of the national budget is spent on education than in China (although there remain significant problems in the Thai education system). Spending on education for children with special needs is also lower in China and the Chinese system requires teachers to advance through knowledge acquisition, which means few teachers are able or willing to teach children with special needs. By contrast, the Thai system attempts to imbue teachers with an awareness of ethics and encourages a loving relationship between teachers and children and inculcate cooperation among students. This paper is based on qualitative research in both countries concerning the treatment of children with special needs and the production of teachers to help teach them. Insights are drawn and some initial policy recommendations made.

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Corner activities have various forms and rich contents, which have far-reaching significance for children's education and development. The creation of corner environment directly affects the quality and effect of corner activities. In this paper, a case study of a large class in Y kindergarten of a municipal kindergarten is carried out. The results show that the corner space layout of the large class in Y kindergarten is scientific and reasonable, the concept is clear, the types are diverse, and the materials are abundant to meet the needs of children's activities. There are also some problems, such as the single concept of teachers, the lack of innovation, the long working intensity, the difficulty of concentrating energy, the lag of teaching and research in the corner of the kindergarten, and so on. Some countermeasures and suggestions are put forward from the aspects of the professional growth of teachers and the optimization of the management of kindergartens.

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