Jul. 20, 2009
Source: Journal of Early Childhood Teacher Education, Volume 30, Issue 3 July 2009, pages 247 - 262.
This article introduces an exploratory study. The study was designed to measure the quality of early childhood education within its ever changing socio-cultural context utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China.
Implications for early childhood teacher education, including the education of children with exceptional needs are addressed along with recommendations for future research.