Abstract
This chapter is based on data collected from a questionnaire on early childhood educators’ perceptions of how children learn. It is the same questionnaire used in the next chapter to explore perceptions about children’s learning held by educators working with preschool children. Here we discuss policies and reforms in both China and Australia and comment on how early childhood educators working with infants and toddlers think about very young children and their learning needs. The results found many similarities with the Chinese participants putting more emphasis on collective decision making and working with parents.
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Li, M., Margetts, K., Nyland, B. (2020). Education and Care for Children Under Three in Australia and China-Pedagogical Perspectives. In: Ng, J., Nyland, B. (eds) Comparative Perspectives on Early Childhood Education Reforms in Australia and China. International Perspectives on Early Childhood Education and Development, vol 32. Springer, Cham. https://doi.org/10.1007/978-3-030-53475-2_5
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