Muñoz-Chereau, B; (2020) Rapid Evidence Assessment on Quality Issues in Early Years Education in China. UCL Institute of Education: London, UK.

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Abstract

This Rapid Evidence Assessment (REA) aims to map out what academic research has been published in the last decade (2010-2019) about Quality Early Childhood Education (ECE) in China. This choice of focusing on the last decade is based on the fact that since 2010 China defined ECE as a national priority (Li, Deng, and Liu, 2015). Despite much research addressing this topic has been published in Chinese (Hu et al., 2017), the academic production in English is very limited. By describing the extent to which research has permeated the international and global spaces of academia, this corpus can be used to illuminate future policy decision and research. To date, many studies about quality Early Childhood Education have been conducted in Western countries (see for example Anders et al., 2012; Curby et al., 2009; Pianta et al 2008 ; Sylva et al., 2011). Although these studies can provide some insights for ECE in China, empirical evidence that takes into account the country unique cultural and social characteristics is needed because what works in one country may not work in another context. Therefore the current review addresses this gap by examining the following research question: What is known in the scientific literature published in English about quality early years education in China?

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