A Look at Ontario Canada and Shanghai China by Olivia McEniry and Yiwen He Agenda Early childhood education and theories of child development History of Kindergarten in Ontario and Shanghai ID: 326544
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Slide1
Kindergarten and Citizenship
A Look at Ontario, Canada and Shanghai, China
by Olivia McEniry and Yiwen HeSlide2
Agenda
Early childhood education and theories of child development
History of Kindergarten in Ontario and ShanghaiPresent-day systems
Philosophies
Curriculum
Teacher qualification and training
ECE and the three typified views of the good citizen
(Westheimer and Kahne, 2008)
Case study
Wrap-up DiscussionSlide3
Early childhood education (ECE)
Early childhood education (ECE) is a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight.
Three major theories of child development
Vygotsky’s socio-cultural learning theory
Piaget’s constructivist theory
Kolb's experiential learning theorySlide4
Histories of Kindergarten
Ontario
Early 1800’s: Infant schools
In the 1870’s:
Privately owned Kindergartens were attended by the upper middle classes
In 1883:
First public Kindergarten in Toronto
In 1885:
Ontario’s Public School Act allocated support to school boards wishing to integrate KindergartenIn 1943: First Half-Day KindergartenIn 1996: Education Amendment ActIn 2010: Full Day Kindergarten In 2015: Child Care and Early Years Act (see references 1,2)
Shanghai
In 1903
: the first official kindergarten was founded in China
Till the 1950s
: adapting early childhood system from other countries
In 1950
: first public kindergarten supported by government in Shanghai
In the 1980s
: encouraging the setting up of both public and private kindergartens in Shanghai
In the 21 century
: the flourish of many private kindergarten such as eton and montessori, etc.Slide5
Present-day system
Ontario
Shanghai
Early Childhood Care
public kindergartens
private kindergartens
state-run, non-profit child care institutions, funded by government
owned by person, social organizations,or cooperatives, for profit. funds generated from fees paid by parents
Early Childhood Care
Licensed child care operators
Full Day Kindergarten
Provincially run and funded, abides by the
Education Act
and the Ministry of Education policies
Government regulated, for- profit or non-profit
(Queen’s Printer for Ontario, 2015)Slide6
Philosophy
In the Chinese history of education development, Confucius (551–479 BCE) has been regarded as the Fore-Master of Utmost Divine. He has a great impact not only on wider culture and politics, but also on education in China and some other Asian countries. According to Confucian theory, the relationship between play and education did not centre on educating children through play, but on “the influence of play and environment on children”. For many Chinese, learning has been a matter that should be distinct from play (Liao, 2007). Children are allowed to play after they have completed their serious learning. Play is often used as a reward rather than a strategy in encourage children’s learning (Cooney & Sha, 1999)
ConfuciusSlide7
Philosophy cont’d
Froebel and Owen(Prochner, 2009)
Dewey
School Readiness Slide8
Program plan
3-4yrs: juniors (<25 children/class)
4-5yrs: middles (<25 children/class)5-6yrs: seniors (<30 children/class)
staff-child ratio: 2 teachers and 1 assistant (<1:10)
8:00-8:20
opening activities
8:20-8:30
morning exercise
8:30-9:00
indoor free time9:00-9:30serving snacks 9:30-10:30
class activities
10:30-11:00
group activities
11:00-11:45 lunch time
12:00-15:00
afternoon naps
15:00 getting up and have snacks
15:30-16:00 outdoor activities
16:00 waiting for parents to pick upSlide9
Curriculum
In Shanghai
A common method of teaching in Chinese kindergarten is learning by rote or recitation in unison in class.Most public kindergarten in Shanghai(China) has less time for outdoor activities.
Usually, most early childhood education has put emphasis on children’s regimentation and obedience trainingSlide10
Curriculum
In Ontario
● Child-centered ●
● play-based ●
● school readiness ●
● developmentally appropriate practice ●
● interrelationship of multiple environments ●
● constructive, active citizen ● Early Years Study Best Start Early Learning for Every Child Today (ELECT)Slide11
Teacher’s role
OntarioReflective
Observant
Acts as facilitator who guides
and
initiates
Shanghai
teacher directed
more group activities
take on a very heavy academic focus Slide12
Teacher qualification and training
Shanghaicollege or university diploma, major in ECE or early childhood education oriented.
be good at dancing, drawing, music,etc.
Different qualifications for urban and rural teachers
need ongoing training, no uniformity in training Slide13
Teacher qualification and training
Undergraduate degree
Teacher Training Program in an accredited faculty of education
Early Childhood Educators
→ 2 year diploma relating to the practice of ECE
Slide14
The practical implication of ECE
In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency as adults. Participation in ECE has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.Slide15
ECE and Citizenship
Critical Awareness
Perspective Taking
Independent
and
Collaborative Thinking
* Westheimer (2008)
*Slide16
Case study
In which direction is the bus heading?
What is the number of the parking space containing the car?
Preschool TestSlide17
What do these numbers look like in the mirror?
96 601 890
Find a different one from others.Slide18
The
Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with a view to improving education policies and outcomes. It measures problem solving and cognition in daily life. Students in Shanghai ranked No.1 in 2009 and again 2012 PISA tests.
Is this the consequence of what young kids were trained or learned during their early childhood?Slide19
Wrap-up discussion
How do you think we should prepare young children to be good citizens locally, nationally, globally?
from the perspective of:
educators
government
parents
2) What do
you
think is the
agenda of Ontario’s Full Day Kindergarten? Slide20
Wrap-up discussion
3) Do you think Full Day Kindergarten should play a role in young
children's social development? Why or why not?
4) What
role
do you think
the teacher
should play in a Kindergarten class that promotes democratic
education?Slide21
References
1.Prochner, L. (2009). A History of Early Childhood Education in Canada, Australia and New Zealand. Vancouver: UBC Press
2. Elementary Teacher’s Federation of Ontario. (2001). Kindergarten Matters: The Importance of kindergarten in the development of young children.
Retrieved from:
http://www.etfo.ca/Publications/PositionPapers/Documents/
Kindergarten
Matters - The
Importance
of
Kindergarten in the Development of Young Children.pdf (1898). Student Teachers in a Kindergarten classroom image. Archives of Ontario. RG 2257. Retrieved from: https://commons.wikimedia.org/wiki/File:Student_teachers_Kindergarten_1898.jpgFerns, C. and Friendly, M. (2014). The state of early childhood education and care in Canada 2012. Moving Childcare Forward Project and Childcare Resource and Research Unit. Retrieved from: http://childcarecanada.org/publications/ecec-canada/14/06/state-early-childhood-education-and-care-canada-2012Slide22
Queen’s Printer for Ontario, 2015.
Types of childcare. Retrieved from: http://www.ontario.ca/children-and-youth/types-child-care#section-0
Queen’s Printer for Ontario, 2013.
Ontario Early Years Policy Framework.
Retrieved from:
https://www.edu.gov.on.ca/childcare/earlyyearsvision.html
Queen’s Printer for Ontario, 2007.
Early Learning for Every Child Today: A framework for Ontario Early Childhood settings.
Retrieved from:
http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/early_learning_for_every_child_today.aspx Queen’s Printer for Ontario, 2010. The Full Day Early Learning Kindergarten Program. Toronto: Queen’s Printer for Ontario. Ontario College of Teachers. (2015). Requirements. Retrieved from: http://www.oct.ca/~/link.aspx?_id=25CD74DDD6A14F3BA968490666FB1733&_z=z College of Early Childhood Educators. (2015).
History.
Retrieved from:
https://www.college-ece.ca/en/AboutUs/Pages/History-.aspx
Slide23
Westheimer, J. (2008). On the relationship between political and moral engagement. In F. Oser & W. Veugelers (Eds.),
Getting involved: Global citizenship development and the sources of moral values (pp.17-30). Rotterdam: Sense
Early childhood education Retrieved from:https://en.wikipedia.org/wiki/Early_childhood_education
The Theories of Child Development. Retrieved from:
https://en.wikipedia.org/wiki/Early_childhood_education
Active with the People’s Republic of China. (2015). Retrieved from:
http://www.oecd.org/china/Active-with-China.pdf
PISA Test image. Retrieved from:
http://clwb.org/2012/05/14/what-can-we-learn-from-south-korea/
Questions for preschool test. Retrieved from:http://hk.apple.nextmedia.com/supplement/family/art/20131115/18506532