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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.
Crafted from a research project that lasted for three years, this
book examines the impacts of China's universal two-child policy
under the lens of education and focuses specifically on early
childhood. This book not only provides number projection, but also
the prediction and judgment of the supply and demand of service
resources in early childhood education. It attempts to reveal the
attitudes and views of families and stakeholders on the universal
two-child policy and present the public's policy requirements for
the quality of early childhood education. In addition, it analyses
possible problems and challenges in current kindergarten layouts
and resources allocation. Lastly, it aims to provide references and
bases for formulating the plan that adapts to changes of Chinese
preschoolers, supply guarantee of future early childhood education
and the construction of public service system. Offering rich
insights into the current and future status of education in China,
this text will be of interest to students, scholars, and
researchers of sociology, early childhood education, contemporary
China studies, East Asian educational practices and policy.
This book reports on the findings of a series of studies on the
development of zero-to-three-year-old Chinese children supported by
the Fundamental Research Funds for the Central Universities. The
studies were conducted by a research group at the Institute of
Early Childhood Education, Beijing Normal University. In the first
part of the book, findings concerning the developmental trajectory
are presented, including physical and motor development, cognitive
development, language development, social and emotional
development. The focus of the second part is on the effect of
family environment and practices. Specifically, the authors provide
empirical evidence allowing readers to better understand how the
home environment and educational practice in the family impact the
psychological development of children in their early years. In the
last part, culture-specific issues like the new universal two-child
policy in China are discussed. Most of the parts are based on
large-scale investigations and analysis of the status quo,
complemented by small-sample studies and case studies. The findings
presented here will promote theory building and public
understanding of early care and education in China. Moreover, the
behavior observation scales and assessment tools developed by the
research group are cultural appropriate and may serve as a
foundation for further studies on early care and education in the
Chinese cultural context.
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