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Running head: A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

A POLICY BRIEF EARLY ON CHINESE EDUCATION PROGRAMS Steven Clark Bradley Northcentral University

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

Executive Summary Early childhood education in China There is a vast difference between the early childhood education programs in the People's Republic of China and the United States. The distinctions are seen most in the teaching methods and in the amount of parental involvement. As a result of both Chinas socialist ideals and the traditions based on the teachings of Confucius, there is a much greater emphasis on working in groups, teacher authority and a lot less prominence on individuality and self-expression. Though China is changing rapidly, the traditions of the past are still firmly rooted in the nations culture and education system. In spite of minimal resources and budgets, the Chinese people make major investments in their children and the education system. China provides an early childhood education system that results in highly compliant, meticulous children. Conventional early childhood education in China today is confronted by many internal and external challenges. The nations single-child policy and the impact of increased foreign ideas and values have been in some ways transformational on traditional families. Parental responsibility and childcare practices are changing across the country, and the impact of a generation without siblings has affected how Chinese children socialize and learn. A study of single child families found that Chinese children were more self-centered, less determined and less uncooperative than children with siblings (Jiao et al. 1986). China has become more open to outside influence and today Chinese traditional family ideals of parental control over children, discipline and submission to parents are shifting as a result the Western ethics of creativity, independence and critical thinking, Yet, Chinas strongest force that battles against the loss of traditional Chinese values is Chinas early childhood education. Key features of Chinas early childhood education program The three forms of Chinese early childhood programs Chinas concern for their children is demonstrated by the early age they begin formal schooling. Chinese early age programs exist in three forms, nurseries, kindergarten and pre-primary programs. The three forms of early education are for children below the age of six, in the Chinese education system. Children under age 3 attend Nursery schools in China. These schools are characterized by small groups with a lot of attendants, who are trained nurses that give constant care to the children. Physical care and development are the main characteristics of Chinese Nursery schools. Many of these schools for two-year olds are joined together with the kindergartens. Kindergartens in China are full-day programs for children. Around twenty percent of children, three to six years old are in kindergarten and nursery schools. Child care and educational preparation are the two main thrusts of Kindergartens in China. In China, there is not the separate idea of day-care centers for working mothers and regular preschools or kindergartens for nonemployed mothers as in America (Caldwell, 1990). Kindergarten programs range from government schools, private government-licensed schools and work based school units that are

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

government-operated comprehensive communities in which workers and their families work and live. They are usually organized around a college or factory. The Chinese government groups children by age. There are three categories of students in Chinese kindergartens, three-year-old juniors, four-year-old middle and five-year-old seniors. Class sizes increases with age as well, ranging from 20 to 40 children, and each group typically has two teachers and a nurse. Larger centers can often have a doctor on the staff to care for sick or injured children and other health-related services like health screenings and vaccinations. The third type of early education program is the pre-primary school that is attached to elementary school. These are half day programs for children one year before they attend their first year of elementary school. This program is the closest in form to U.S. kindergartens. Chinese early education curriculum The government approved early education curriculum is language, math, art, music, physical education and general knowledge based (Spodek, 1988). Each class session focuses upon a particular curriculum area. The language classes teach children to learn to read and write simple Chinese characters, plus learning to use pinyin, the phonetic system of Chinese and math, where they learn numbers, addition and subtraction. The emphasis upon academic work depends on the individual school and childrens age. Serious learning is emphasized for children five years old and older. Singing and dancing is an important part of the curriculum. Curriculum from the Key program is available for Parents who want their children to begin academic work early. Parents are strongly involved in their childrens education and believe that Key schools provide a faster and stronger route to academic success and better future opportunities. The Key schools selective entry procedures is very competitive, and Key schools are highly selective schools designed for academically advanced students. Teaching Methods Chinese children do most of their class work in teacher-directed, total group instruction. All children are expected to do the same thing at the same time. Each child is responsible for keeping up, and when a student produces low-quality work in class, they are told they are not trying hard enough. The solution is to admonish the child to work more diligently. There is little concern for any psychological damage from the high degree of disciple and teacher authority. In China, the social stigma of the loss of face from public correction is very strong and has a big impact on childrens behavior. The idea in the Chinese culture is an old tradition and causes public embarrassment and failure to support the students whole group. Kindergarten combines childcare development bodily, ethically, academically and artistically to prepare young children for more formal school education. Effect of One Child Policy Because child bearing is a rite of passage in China, the one child policy has given parents an extremely great interest in the education of their young children. Though the involvement of parents in their childrens schooling is strong throughout Asia, because families can have only one child, parents consider their childrens education as a family investment in their only child.

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

The one child policy has also made parents more willing to criticize teachers if they treat their children to strongly, unfairly or too harshly. Stakeholders in the Chinese early education system Chinese parental involvement Chinese parents have a much greater educational bond with their childrens education and much higher expectations for their children than parents in the United States have. Parents in China are very serious members of the schools and expect excellence from their children and from the schools they attend. Chinese parents emphasize effort, while American parents place more emphasis on capability and aptitude. This is especially true in America when assessing an American childs failure. Chinese parents regard a childs difficulty in learning with a lack of lack of effort by their child. American parents see a childs failure as more of a lack of intelligence or poor teachers or possibly a bad school (Li, 2003). The teachers role China has a dependable teacher training system. The dedication and loyalty of Chinese teachers to their students and their schools, with relatively low salaries and long work hours, reflect their sincere pledge to prepare their future generation of leaders in China. Since the days of Confucius, teaching has been a highly valued occupation in China. Teachers have a strong grounding in their area of expertise and spend time observing the classrooms of other experienced instructors, often in schools attached to their universities. Chinese teachers believe that correction helps children work harder and work faster. The authority of the teacher in the classroom cannot be overstated. Discipline is very strong and children stand up to answer teachers questions all the way through high school. All children are expected to advance at the same speed (Chang et al. 2004). The governmental role Though the Chinese Government is officially Communist, it has to be noted that it is, in reality, a hybrid that is neither Marxist nor Capitalist. China today is an open nation that encourages self determination and its nations leaders have truly staked their countrys future on early education. The governments role in early education is very significant in planning the curriculum in Chinese primary schools. The governments plan titled, Teaching Scheme for Full-Time Primary and Secondary Schools, subjects are organized and divided into two categories, statearranged subjects and locally-arranged subjects that are planned at the provincial level to meet the local needs. The governmental State Approval Committee examines and approves all textbooks and teaching materials used by regional educational departments, educational institutions, and teachers. The students role It is hard to write about the students role in their success in Chinese schools apart from their parents. In fact, the idea of parental roles and student roles in schools could both come under the heading of the family role. There is no part of a childs life where the parents do not lead the way. As the parents are intrinsically involved in the childs future relationships, what they will

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

study in university and even what they eat and wear, so it is from preschool years all the way through graduation from high school. Nevertheless, students at all ages in Chinese schools take great ownership over their studies. The completion is rate is high, and the stress level is massive. The idea of losing face with bad grades not only shames the child but the whole family. This surprisingly does not discourage a child from striving hard to succeed but drives them to success. Just as the parents, teachers and the government itself are serious stakeholders in the Chinese early education program, students even under five years old have a sense of working hard and never disgracing those who love them. Perhaps the students themselves are the biggest stakeholders of all. In later years, in the Chinese education system, the biggest problem that is caused by the over abundance of study is that the intellectual areas of a childs life are perfected while the needed social skills for life and future work are undeveloped. This leads to an imbalanced life and one characterized by hard work without the knowledge of how to build strong and lasting relationships. Middle school and high school students in China are part of an extremely grueling program that crowds out any idea of what is a normal childhood in America. Students are active in class six days a week for over twelve hours a day. Students begin their school days at seven o'clock a.m. until seven o'clock p.m., with Sunday as only day that students have free, and it is often not a day for relaxation or being with their friends either. The students have to get ready for the next weeks study. Summer breaks are also very short, usually from July 1 to September 1 and a lot of students are enrolled in training school programs during the summer. Students social development is as important as their intellectual growth. Recommendations that address specific practices Chinese and American interchange of ideas on intellectual ability and hard work Though it cannot be denied that, from early education through high school, Chinas education system produces excellently trained and well-behaved children, the belief that only hard work is enough to succeed is faulty. It is clear that some students are just more academically prone than their counterparts. The Chinese education system needs to ensure that children who learn more slowly than others have access to programs that help them grow intellectually without constant failure and belittlement no matter how much harder they work. It is clear that in this regard, the Chinese and American systems of education, from preschool through high school could not be more different. American schools need to increase the aspect of working harder to improve grades and knowledge, while Chinese schools should focus more on specialized programs for children who learn at a slower pace as American schools emphasize more. In the end, both the American and the Chinese systems can learn from each other and possess positive attributes that could improve the other. China must equally supervise and fund early education programs The government must ensure that early education programs are valued as much as any other program. Early childhood education is a vital area of public services. The state should give as much attention to early education programs and improve supervision and funding to early childhood education as it does other educational programs. The development of this section of

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

the Chinese education system needs to have the teachers and resources that can make sure that students are well prepared for the rigorous years ahead in the aggressive Chinese education system. The Chinese education system is structured very differently from the American state by state system. Nevertheless, the American school structure is evolving into a more federally-controlled manner for good or ill, depending on ones viewpoint. As the American system stands now, the idea of equal funding throughout the American educational system is not possible with individual states controlling their own systems of education, though authority at the federal level in American education is increasing. Applicable lessons from the Chinese early education system Seeking to apply another nations policy within what is in currently in practice, within the United States system of education, can be tedious and faulty. Great care should be used for the foreseen and unforeseen implications that can and will arise. If a society seeks to implement the context and policy of another nation, where there are great differences, the implementation of the foreign hosts programs that possesses vast differences will naturally and assuredly be multiplied when the context is integrated into another culture, society or educational system (Phillips 2006). There two applicable points from the Chinese early education policy that could add depth and positive outcomes within the context of the American form of early education policy. Integration of preschool early education programs into kindergarten system Children from primary school through high school in China are overly burdened with classes and homework and have a minimal social life outside of the school. This is not the case in Chinas early childhood education program. The school day reflects the needs of working parents. This system is quite similar to American preschools and daycare centers, which are usually for profit operations that assist working parents with educational-style babysitting. Kindergarten children start their day at eight o'clock. Class sessions alternate with classroom activities and play time. As children grow older, the courses they receive increase from six fifteen-minute sessions a week for the youngest children to fourteen, thirty-five-minute lessons for the oldest (Lystad, 1987). After eating a healthy lunch, children take a long nap and wake up to a snack and have play time. Families, often grandparents, pick up the children after work at about five or six o'clock. Basic social skills are a big part of the Chinese early education curriculum. Also, children are taught the importance of respecting their teachers and following rules. As Chinas early education structure is centered on group work, children are taught about helping others and resolving problems with others effectively. Chinese insistence on student good behavior and attitude Chinese schools have specific ideas about what constitutes good student behavior. The early education system emphasizes a great amount of group activities and children and they are expected to listen attentively to their teachers. Full participation is required and talking or playing with other children is completely prohibited except when the teacher instructs them to do so. There is no question that the youngest Chinese students know that they must give unquestioned respect and compliance to the teacher. Play time must remain controlled without

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

excessive noise or aggressive actions against other students. Chinese teachers in early education programs encourage social interactions and seek to train their young students to have excellent friendships in a respectful and helpful manner that respect the rights of others. Recommendations for implementation into the American education system Integrate preschool early education programs as a regular school program Many of the same ideals in China are found in the American early education system. The full day aspect of the Chinese program and the consideration of preschools as a regular part of a Chinese childs education is something that could improve Americas early education practices. Though the American system is controlled by individual states, implementing such school services as a regular part of the school system would remove the for-profit nature of daycare centers in America and would better prepare students for the years in school ahead of them and remove violence that is often so prevalent in American schools. Greater emphasis on student good behavior and attitude in early education curriculum There is a real need to teach American children more about respect of teachers and others in authority as well as respecting their peers in school and in society. Early education should place greater emphasis on the Chinese ideals of working together, helping others and following those in authority. Including these ideas in the curriculum that is employed by early education programs is the best and most logical way for such lessons to be learned, as children will take these ideals with them all the way through high school. Though American ideas of self determination and independence are important to maintain, they should be tempered with such Chinese ideals of respect for authority, service to others and the ability to work in groups. A Challenge to Action There is great value in a learning community. Ones background and plan makes learning deeper and richer through associations with what was given to students through their cultural learning contexts. This creates new opportunities for learning from peers and contact from those of their social groups deepens thinking so students can learn at a more profound level (Zhao et al. 2004). Steiner-Khamsi (2010) has noted that comparative education is centered on studies of educational reforms that have been implemented all over the world. The author noted that the reforms that have been discussed over and over continue to show up in various regions of the world. It is through contextual comparison that researchers gain understanding that the practice of educational policy borrowing is a result of the political and economic situation of nations that make the use of other nations educational systems worth imitating. There are vast differences between the Chinese and American culture. Nevertheless there are areas of international educational policy that benefit each others systems of education and that should be implemented as a means to help American early education programs prepare children as effective, respectful and cooperative members of society in the future.

A POLICY BRIEF ON CHINESE EARLY EDUCATION PROGRAMS

References Jiao, S., Guiping, J., & Qicheng, J. (l986). Comparative study of behavioral qualities of only children and sibling children. Child Development, 57, 357-361. Caldwell, B. (1990). Educare: A new professional identity. Dimensions, 18, 3-6. Spodek, B. (1988). Conceptualizing today's kindergarten curriculum. Elementary School Journal, 89, 203-211. Li, J. (2003). U.S. and Chinese cultural beliefs about learning. Journal of Educational Psychology, 95(2), 258-267. Chang, L., Liu, H., & Wen, Z. (2004). Mediating teacher liking and moderating authoritative teachering on Chinese adolescents' perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 96(2), 369-380. Phillips, D. (2006). Social quality, values, convergence and the European Social Model European Journal of Social Quality, 6 (1) 1-7 Lystad, M. (1987). Children of China: A commentary. Children Today, 16, 20-22. Zhao, C. & Kuh, G. (2004). Adding Value: Learning Communities and Student Engagement. Research in Higher Education, 45 (2), 115-138 Steiner-Khamsi, G. (2010). The Politics and Economics of Comparison Comparative Education Review, 54, (3), 323-342.