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This book is among the first to comprehensively examine the
far-reaching impact of China’s new fertility policies on early
education and development. Since the beginning of the 21st century,
China has entered a period of declining fertility rate and aging
population, which poses a serious threat to its sustainable
development. To address this crisis, China has radically revised
its fertility policy through the state’s guidance for regulating
couples’ reproductive choices, abandoning its iconic one-child
policy, and adopting the selective two-child (2013), universal
two-child (2016), and then the three-child (2021) policy. Drawing
on empirical evidence obtained through various research methods,
this book offers multidisciplinary perspectives on the far-reaching
impact of these policies. Part I summarizes the lessons learned
from new fertility policies and identifies important directions for
future research. Focusing on two major microsystems, part II
presents research assessing families’ fertility desire for an
additional child and projecting the demand for preschool education.
Part III attends to family dynamics and their relation to early
learning and development for both only and non-only children. Part
IV addresses the importance of expanding access to affordable and
high-quality early childhood education and care for children from
birth through age 6. The Impact of New Fertility Policies on Early
Education and Development in China contributes to policy
development and practical improvement and serves as a catalyst to
stimulate future studies on the topic. It will be a valuable
resource for researchers, policymakers, and practitioners of early
childhood education and care, as well as for families of young
children. The chapters in this book were originally published as a
special issue of Early Education and Development.
With empirical evidence and theoretical critique, this book unveils
the myths and debates (e.g., child-centeredness versus
teacher-directedness) about early childhood curricula, revealing
their unique social, cultural, and historical roots. Analyzing
globally advocated early childhood curricula and ideologies, such
as the developmentally appropriate practice, the child-centered
approach, constructivism, and globalized childhood, this book
argues that the direct adoption of these contextually bound
approaches in local environments may be inappropriate if social and
cultural compatibility is lacking. The authors then examine how
early childhood curricula may be implemented in a hybrid form.
Featuring case studies from American and Chinese contexts, this
book offers insights and recommendations for the future development
and redeployment of early childhood curriculum studies and
practices in a post-truth era. This volume serves as a valuable
resource for scholars and students of early childhood education and
comparative education, as well as for key education stakeholders.
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