The child as an active learner: views, practices and barriers in Chinese Early Years Education

Fengling Tang

The child as an active learner: views, practices and barriers in Chinese Early Years Education

School of Education

Research output: Contribution to conference › Paper › peer-review

Abstract

This is a paper presented to the 5th Warwick International Early Years Conference, University of Warwick, March 2005. Drawing on a systematic review of existing research and academic literature, this paper interrogates the discourse of the child as an active learner and analyses the key debates and practices in supporting young children's active learning in contemporary China. The paper also evaluates barriers arising in supporting the child as an active learner due to cultural expectations, pedagogical values and policy frameworks in Chinese context.

Original language	English
Publication status	Unpublished - 2005
Event	The 5th Warwick International Early Years Conference - University of Warwick, UK Duration: 14 Mar 2005 → 16 Mar 2005

Conference

Conference	The 5th Warwick International Early Years Conference
Period	14/03/05 → 16/03/05

Keywords

child as an active learner, child's agency, Chinese early childhood education, historical perspectives, Reggio Emilia approach, kindergarten teacher's role, policy framework, cultural influences

2 Oral presentation for an academic audience
1 Participation in academic conference
1 Invited talk for an academic audience

A closer look at play: children's perspectives
Tang, F. (Keynote/plenary speaker)
26 Oct 2017
Activity: Participating in or organising an academic event › Participation in academic conference
Risks and young children's learning: an adult perspective in Chinese and English contexts
Tang, F. (Keynote speaker)
10 May 2010 → 12 May 2010
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience
Can I just observe? Reflection on the role of the researcher in ethnography
Tang, F. (Speaker)
Sept 2008
Activity: Talk or presentation for an academic audience › Oral presentation for an academic audience

2 Chapter
2 Article

Discourses/8, China: Children’s Participation Rights in Chinese Early Childhood Education: A Critical Investigation of Policy and Research
Tang, F., 3 Jul 2019, Children’s Self-determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices. Farini, F. & Scollan, A. (eds.). 1st ed. Springer, p. 247 265 p. Discourses 8
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Open Access
File

283 Downloads (Pure)
Risk and young children's learning: A cross-cultural perspective
Tang, F., 2011, Pedagogika Wczesnej Edukacji: Dyskursy, Problemy, Otwarcia. Warszawa: Wydawnictwo Akademickie Zak
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
Adult perspectives on risks and young children's learning in Chinese and English contexts
Tang, F., 2010, In: Problemy Wczesnej Edukacji (Problems of Early Education). 12, 2, p. 148-156
Research output: Contribution to journal › Article › peer-review

Cite this

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title = "The child as an active learner: views, practices and barriers in Chinese Early Years Education",

abstract = "This is a paper presented to the 5th Warwick International Early Years Conference, University of Warwick, March 2005. Drawing on a systematic review of existing research and academic literature, this paper interrogates the discourse of the child as an active learner and analyses the key debates and practices in supporting young children's active learning in contemporary China. The paper also evaluates barriers arising in supporting the child as an active learner due to cultural expectations, pedagogical values and policy frameworks in Chinese context. ",

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AB - This is a paper presented to the 5th Warwick International Early Years Conference, University of Warwick, March 2005. Drawing on a systematic review of existing research and academic literature, this paper interrogates the discourse of the child as an active learner and analyses the key debates and practices in supporting young children's active learning in contemporary China. The paper also evaluates barriers arising in supporting the child as an active learner due to cultural expectations, pedagogical values and policy frameworks in Chinese context.

KW - child as an active learner, child's agency, Chinese early childhood education, historical perspectives, Reggio Emilia approach, kindergarten teacher's role, policy framework, cultural influences

M3 - Paper

T2 - The 5th Warwick International Early Years Conference

Y2 - 14 March 2005 through 16 March 2005

ER -

The child as an active learner: views, practices and barriers in Chinese Early Years Education

Abstract

Conference

Keywords

Activities

A closer look at play: children's perspectives

Risks and young children's learning: an adult perspective in Chinese and English contexts

Can I just observe? Reflection on the role of the researcher in ethnography

Research output

Discourses/8, China: Children’s Participation Rights in Chinese Early Childhood Education: A Critical Investigation of Policy and Research

Risk and young children's learning: A cross-cultural perspective

Adult perspectives on risks and young children's learning in Chinese and English contexts

Cite this