Chinese Early Childhood Educators' Perspectives: On Dealing with a Crying Child

Hsueh, Yeh

doi:10.1177/1476718x03001001005

Cited by 17 publications

(29 citation statements)

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“…Crying is ratified as the main absorbing engagement of the child, and the caregivers allow the child to experience and express the intensive negative emotion. Rather than trying to quickly bring the child back to the main course of activities (but see Extract 4a) or to discipline the child (Hsuenh & Tobin, 2003), the caregivers choreograph nuanced corporeal support and soothing through intensive bodily togetherness, thus fostering the child's adeptness to intercorporeal intersubjectivity. 8 Getting rid of and ameliorating negative emotion is thus a collaborative and intimate-haptic-endeavor, where the caregivers display embodied concern for the children in distress.…”

Section: Haptic Formations and Multimodal Lamination Of Resourcesmentioning

confidence: 99%

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

Čekaitė

Holm

2017

Research on Language and Social Interaction

100

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Section: Haptic Formations and Multimodal Lamination Of Resourcesmentioning

confidence: 99%

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

Čekaitė

Holm

2017

Research on Language and Social Interaction

100

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“…However, the emergence of social and economic changes and the concern that core cultural beliefs are being lost creates a tension for early years educators working in China (Hsueh and Tobin, 2003). The importance of treating learners with respect and giving them autonomy and a voice are new ideas which are beginning to infiltrate China from other countries (Hsueh and Tobin, 2003).…”

Section: What Are International Perspectives On Early Years Education?mentioning

confidence: 99%

“…The importance of treating learners with respect and giving them autonomy and a voice are new ideas which are beginning to infiltrate China from other countries (Hsueh and Tobin, 2003). Tang and Maxwell (2007) found that although teachers recognised the importance of children's interests within the learning process, time to develop these interests is limited.…”

Section: What Are International Perspectives On Early Years Education?mentioning

confidence: 99%

“…The importance attached to pre-school education in China is evident through the increasing number of laws and regulatory documents which have been issued in recent years (Hsueh and Tobin, 2003). It has been suggested that:…”

Section: What Are International Perspectives On Early Years Education?mentioning

confidence: 99%

“…Thus, consideration needs to be given to whether traditional approaches to education in China are capable of fostering the skills, knowledge and attitudes that young people require to participate within a developing modern economy. Research has indicated that American approaches to Early Years education are gaining popularity in China (Pan, 2000).However, the emergence of social and economic changes and the concern that core cultural beliefs are being lost creates a tension for early years educators working in China (Hsueh and Tobin, 2003). The importance of treating learners with respect and giving them autonomy and a voice are new ideas which are beginning to infiltrate China from other countries (Hsueh and Tobin, 2003).…”

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confidence: 99%

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Kindergartens in China: a report into private and state provision in Beijing

Morley¹,

Glazzard

2012

EYE

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Key words: Early Years; kindergartens; Chinese; education; play Where did the research take place?The visits to Beijing were in July 2008 and September 2010. A number of day visits were made to a private kindergarten and a state kindergarten. The private kindergarten was recommended as an example of good Early Years provision within Beijing. A company own thirty kindergartens throughout the city and these are used by wealthy Chinese families. The company also provides education from early years up to and including university level. What are international perspectives on Early Years education?International approaches to early years education emphasise both the importance of child-centred education and providing children with a balance of different types of activities. The Effective Provision of Pre-school Education (EPPE) project in England identified several key characteristics of excellent pre-school settings. Key findings from this seminal research suggest that in excellent settings practitioners provide children with balanced adult-initiated and childinitiated activities and are able to extend child-initiated interactions (Sylva et al, 2004). The importance of practitioners demonstrating warmth to children and being responsive to children's individual needs was a key feature of high quality pre-school provision (Sylva et al, 2004 Sylva et al, 2004: 06) In England a dominant discourse of child-centred, play-based learning has influenced both policy and practice over the last ten years. In addition a discourse of designing the learning experience around children's interests and needs has also permeated pre-school settings. Within this context, children are viewed as unique individuals, each with their own needs. Assessment forms the starting point for planning the learning experiences of each child so that learning builds on what children already know and can do. Additionally, the voices of both children and parents are seen as crucial and consequently education is represented as a partnership between key stakeholders. These key principles are embedded within the statutory Early Years Foundation Stage framework in England (DFES, 2007) which influences, shapes and ultimately defines practice for all children from birth to the age of five. This framework emphasises the importance of:• play and exploration;• active learning; • practitioner understanding of child development;• the unique child;• the role of assessment in enabling practitioners to build on what learners already know and can do; • inclusive practice;• mutual respect between practitioners and practitioners and children and establishing effective relationships; • rich and varied indoor and outdoor learning environments;• viewing children as competent learners. (DFES, 2007) Other countries have also adopted a child-centred approach to Early Years education. In Italy the Reggio Emilia approach emphasises a pedagogy of listening (Rinaldi, 2006) and the role of the adult in co-constructing learning with children. This model of education em...

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