Early Technology Education in China: A Case Study of Shanghai

Autor/inn/en	Weng, Jiayi; Li, Hui
Titel	Early Technology Education in China: A Case Study of Shanghai
Quelle	In: Early Child Development and Care, 190 (2020) 10, S.1574-1585 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weng, Jiayi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1542383
Schlagwörter	Foreign Countries; Early Childhood Education; Technology Education; STEM Education; Preschool Teachers; Principals; Technological Literacy; Educational Resources; Barriers; Educational Improvement; Public Schools; Technology Integration; Curriculum Development; Administrator Attitudes; Teacher Attitudes; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technisch-naturwissenschaftlicher Unterricht; STEM; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Principal; Schulleiter; Technisches Wissen; Bildungsmittel; Teaching improvement; Unterrichtsentwicklung; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten
Abstract	While Science, Technology, Engineering and Mathematics (STEM) education is increasingly valued in China, there is little research to understand how science, technology, engineering, and math are best integrated into early childhood education. This study aims to examine Chinese educators' views and perspectives on early technology education -- 'the missing T & E in early childhood' -- in Shanghai, the largest and the most developed city in China. Altogether, 120 educators were surveyed, including kindergarten principals (N1 = 12), administrators (N2 = 11), and teachers (N3 = 97), and three were also interviewed individually. The results indicated that: (1) most of the Shanghai kindergarten teachers were not literate in information technology; (2) children's development levels, teachers' technological literacy, and limited resources were widely regarded as obstacles to early technology education; and (3) the technology curriculum and digital technology should be carefully designed to cater to young children's needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01