Cooperative Preschool Education in Ethnic China: Ulanqab Case Study DOI: https://doi.org/10.33093/ijomfa.2024.5.2.9
Article Sidebar
Main Article Content
Abstract
The integrated education of family, kindergarten, and community is crucial for children’s development. However, in China’s ethnic regions, preschool education faces significant shortcomings, with limited community involvement and consideration of ethnic characteristics. This study aims to address these gaps by proposing a conceptual framework tailored for ethnic areas, focusing on the Ulanqab region. Drawing on domestic and international research, we develop a model comprising family, preschool, and community inputs, emphasising the importance of community participation. The model includes educational inputs, educational processes, and target outcomes, with the goal of improving preschool education quality. Through this research, we seek to understand the effectiveness of preschool education in ethnic areas and provide insights for creating a high-quality education system benefiting all children.
Article Details
References
Ajibola, A. A. (2018). Availability, adequacy and utilisation of resources for teaching Agricultural Science at secondary schools in Osogbo, Nigeria. International Journal of Arts and Social Science Education, 1(1&2), 1–9.
Anthony, G., & Walshaw, M. (2007). Characteristics of effective teaching of mathematics: An evidential synthesis. American Educational Research Association.
Amato, P. R., & Rivera, F. (1999). Paternal involvement and children’s behavior problems. Journal of Marriage and Family, 61(2), 375–384. https://doi.org/10.2307/353755
Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), 1415–1453. https://doi.org/10.1093/qje/qjw016
Ashraf, M. A., & Ahmed, H. (2022). Approaches to quality education in tertiary sector: Sn empirical study using PLS-SEM. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/5491496
Brint, S. (2001). Gemeinschaft revisited: A critique and reconstruction of the community concept. Sociological Theory, 19(1), 1–23. https://doi.org/10.1111/0735-2751.00125
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Chen, Y. X. (2005).The ccurrent situation, symptoms and countermeasures of community preschool education in Nanjing. [Unpublished bachelor’s thesis], Nanjing Normal University.
Chowa, G. A., Masa, R. D., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children and Youth Services Review, 35(12), 2020-2030. http://dx.doi.org/10.1016/j.childyouth.2013.09.009
Delalibera, B. R., & Ferreira, P. C. (2019). Early childhood education and economic growth. Journal of Economic Dynamics and Control, 98, 82–104. https://doi.org/10.1016/j.jedc.2018.10.002
Diez, F., Villa, A., Lopez, A. L., & Iraurgi, I. (2020). Impact of quality management systems in the performance of educational centers: educational policies and management processes. Heliyon, 6(4), 1–7. https://doi.org/10.1016/j.heliyon.2020.e03824
Doherty, G. (2012). Quality assurance in education. In M. Savsar (Ed.), Quality assurance and management (Chapter 5, pp. 75–102). InTechOpen. https://doi.org/10.5772/32434
Ekpenyong, J. A., Owan, V. J., Mbon, U. F., & Undie, S. B. (2023). Family and Community Inputs as Predictors of Students’ Overall, Cognitive, Affective and Psychomotor Learning Outcomes in Secondary Schools. Journal of Pedagogical Research, 7(1), 103–127. https://doi.org/10.33902/JPR.202319099
Ekpo, C. M. (2001). Strategies for managing school curriculum and resources for National Building. Nigerian Journal of Curriculum and Instruction, 10(1), 50–53.
Epstein, J. L. (2010). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 92(3), 81–96. https://doi.org/10.1177/00317217100920
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Williams, K. J. (2018). School, family, and Community Partnerships: Your Handbook for Action. Corwin Press.
Faoag, M. S., Chaudhry, A. H., Shafrg, M. & Berham, G. (2011). Factors attending student quality of academic performance: A cases of secondary school level. Journal of Quality and Technology Management, 7 (2), 1–14.
Firmanto, A., Sumarsono, P., & Nur, F. (2020). A family-school partnership based learning: An effort to organise early childhood education during pandemic. International Conference on Community Development (ICCD 2020), 100–103. Atlantis Press. https://doi.org/10.2991/assehr.k.201017.023
Fullan, M. (2010). All systems go: The change imperative for whole system reform. Corwin Press.
Global Education Monitoring Report Team. (2005). Education for all: the quality imperative; EFA global monitoring report, 2005 (No. 1125). United Nations Educational, Scientific and Cultural Organization (UNESCO). https://doi.org/10.54676/CLEA4672
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational review, 66(4), 399–410. https://doi.org/10.1080/0131911.2013.781576
Ha, J. X., & Teng , X. (2010). General Theory of Ethnic Education. Beijing: Education Science Press, 333.
Heckman, J.J. (2011). The economics of inequality: the value of early childhood education. American Educator, 35 (1), 31–35.
Henderson, M. D., Schmus, C. J., McDonald, C. C., & Irving, S. Y. (2020). The COVID-19 pandemic and the impact on child mental health: A socio-ecological perspective. Pediatric Nursing, 46(6), 267–290.
Holme, J. J., Castro, A. J., Germain, E., Haynes, M., Sikes, C. L., & Barnes, M. (2022). Community schools as an urban school reform strategy: Examining partnerships, governance, and sustainability through the lens of the full-service community schools grant program. Educational Policy, 36(3), 520–549. https://doi.org/10.1177/0895904820901479
Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement, 25(2), 257–281. https://doi.org/10.1080/09243453.2014.885452
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., and Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002
Jacobson, D. (2018). A powerful convergence: Community schools and early childhood education. Phi Delta Kappan, 99(5), 19–24. https://doi.org/10.1177/0031721718754803
Juhadira, J., Puspitasari, Y., & Nasir, N. (2024). Community-Based Human Resource Management in Quality Early Childhood Education. International Journal of Educational Management and Innovation, 5(2), 96–106. https://doi.org/10.12928/ijemi.v5i2.9175
Krisnawati, E. (2024). Evaluation of the implementation of the CIPP model character education strengthening program (Contex, Input, Process, Product). International Journal of Teaching and Learning, 2(5), 1412–1423.
Kyriazopoulou, M. & Weber, H. (Ed.). (2009). Development of a set of indicators for inclusive education in Europe. European Agency for Development in Special Needs Education.
Lau, E. Y. H., Li, H., & Rao, N. (2011). Parental involvement and children’s readiness for school in China. Educational Research, 53(1), 95–113. http://dx.doi.org/10. 1080/00131881.2011.552243
Leu, E. (2005). The role of teachers, schools, and communities in quality education: A review of the literature. Academy for Educational Development.
Li , X. W., Liu, Q. Q., & Guo, Y. F. (2019). Development and Prospect of Collaborative Co-education among Kindergartens, Families, and Communities in China in the 40 Years of Reform and Opening Up. Research on Preschool Education, 2(02), 12–20. DOI:10.14082/j.cnki.1673-1298.2019.02.009.
Li, X. W., Liu, Q. Q., & Wang, M. K. (2019). Community Support Indicator System for Early Childhood Family Education: Construction and Application. Journal of Education, 15(2), 66–76. DOI:10.14082/j.cnki.1673-1298.2019.02.009
Liu, S. Z. (2006). Learning from foreign experience and developing community education with Chinese characteristics. Adult Education, 1, 95–96.
Loreman, T., Forlin, C., Chambers, D., Sharma, U., & Deppeler, J. (2014). Conceptualising and measuring inclusive education. In Measuring inclusive education (International Perspectives on Inclusive Education, Vol. 3, pp. 3-17). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000003015
Long, H. Z., Yuan, H. M. (2021). Achievements, Experiences and Reflections on the Development of Preschool Education in Minority Areas in my country in the Past Ten Years. Contemporary Education and Culture, 13(01), 09–116. DOI:10.13749/j.cnki.cn62-1202/g4.2021.01.016
Lv, L., Wang, Q. H., & Xu, X. (2020). Analysis of the predicament and strategies of home-garden-district collaborative education based on synergistic theory. Journal of Shanxi Preschool Teachers College, 1, 53–57.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.
McCoy, D. C., & Wolf, S. (2018). Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills. Developmental Psychology, 54(8), 1582–1599. https://doi.org/10.1037/dev0000546
McCrystal, P., & Godfrey, A. (2001). Developing a researcher-practitioner partnership for the effective evaluation of professional social work training. Social Work Education, 20(5), 539–549. https://doi.org/10.1080/02615470120072832
Meremikwu, A. N., Ekwueme, C.O. & Enukoha, O.I. (2014). Parental involvement in teaching and learning of mathematics: Strategies and mechanism that matters. International Journal of Research in Basic and Lifelong Learning, 4(1), 88–95.
Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of research?. Oxford Review of Education, 41(2), 253–269. https://doi.org/10.1080/03054985.2015.1023013
Ministry of Education of the People’s Republic of China. Opinions of the Ministry of Education and Nine Other Departments on Further Promoting the Development of Community Education. (2016-06-28) [2016-07-29]. http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2016n/xwfb_160729/160729_sfcl/201607/t20160729_273300.html
Ministry of Education of the People’s Republic of China. Law of the People’s Republic of China on the Promotion of Family Education. (2021-10-23) [2022-10-07]. http://www.moe.gov.cn/jyb_sjzl/sjzl_zcfg/zcfg_qtxgfl/202110/t20211025_574749.html
Ntitika, J. L. (2014). Parental Characteristics Influencing Students Academic Performance in Public Secondary Schools in Isinya District, Kenya. [Doctoral Dissertation], University of Nairobi. http://hdl.handle.net/11295/76550
Nwabuike, R. N. (2017). A study of the appraisal of available community resources for teaching and learning agricultural science in secondary schools in old Anambra Local Government Area of Anambra State (Unpublished master’s thesis). Department of Vocational Teacher Education, University of Nigeria, Nsukka.
OECD (2012). Equity and quality in education. Supporting disadvantaged students and schools. Paris: Author Retrieved from http://dx.doi.org/10.1787/9789264130852-
Ogunsola, O. K., Osuolale, K. A., & Ojo, A. O. (2015). Parental and related factors affecting students’ academic achievement in Oyo State, Nigeria. International Journal of Educational and Pedagogical Sciences, 8(9), 3137–3144.
Oyeniyi, O. (2010). Analysis of the educational facilities in southern universities in Nigeria. Academic Leadership: The Online Journal, 8(2), 123–135. DOI: 10.58809/VOCD2596
Oyewale, B. Y. (2022). Community Based Resources as Educational Inputs in the Teaching and Learning of Agricultural Science in Public Secondary Schools in Osun State. American Journal of Education and Learning, 7(1), 14–23. DOI: 10.55284/ajel.v7i1.617
Salam, A. (2015). Input, process and output: system approach in education to assure the quality and excellence in performance. Bangladesh Journal of Medical Science, 14(1), 1. http://dx.doi.org/10.3329/bjms.v14i1.21553
Sanders, M. G. (2008). How parent liaisons can help bridge the home-school gap. The Journal of Educational Research, 101(5), 287–298. https://doi.org/10.3200/JOER.101.5.287-298
Sha, H. Y. & Mou, Y. X. (2022). Visualisation and analysis of community-based preschool education research based on CiteSpace. Cross-Strait Lifelong Education, 1, 40–47.
Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267–275. https://doi.org/10.3200/JOER.100.5.267-275
Smith, M., & Barrett, A. M. (2011). Capabilities for learning to read: An investigation of social and economic effects for Grade 6 learners in Southern and East Africa. International Journal of Educational Development, 31(1), 23–36. https://doi.org/10.1016/j.ijedudev.2010.06.006
Sun, A. Q., & Chen, Q. (2016). A comprehensive study on the configuration and use of equipment in pre-school education institutions. China Modern Education Equipment, 2, 4–9.
Surur, M., Wibawa, R. P., Jaya, F., Suparto, A. A., Harefa, D., Faidi, A., & Purwanto, A. (2020). Effect of education operational cost on the education quality with the school productivity as moderating variable. Psychology and Education, 57(9), 1196–1205.
Thomas, M., Rowe, F., & Harris, N. (2010). Understanding the factors that characterise school-community partnerships: The case of the Logan Healthy Schools project. Health Education, 110(6), 427–443. doi:10.1108/09654281011087242
Tian, J. Z., Zhou, D. Y. (2009). On the dilemma of ethnic culture education for young children in ethnic minority areas. Contemporary Education Forum, 5, 22–24.
Tikly, L. (2011). Towards a framework for researching the quality of education in low-income countries. Comparative Education, 47(1), 1-23. http://dx.doi.org/10.1080/03050068.2011.541671
Tonnies, F., & Loomis, C. P. (1999). Community and society (1st ed.). Routledge. https://doi.org/10.4324/9781315080871
Tudge, J. R., Merçon-Vargas, E. A., Liang, Y., & Payir, A. (2017). The importance of Urie Bronfenbrenner’s bioecological theory for early childhood educators and early childhood education. In L. Cohen & S. Stupiansky (Eds.), Theories of early childhood education: Developmental, behaviorist, and critical (pp. 45–57). Routledge. https://doi.org/10.4324/9781315641560
Urban, M., Cardini, A., Costin, C., Floréz-Romero, R., Guevara, J., Okengo, L., & Priyono, D. (2020). Upscaling community based early childhood programmes to counter inequality and foster social cohesion during global uncertainty. Policy Brief Think20 (T20). Retrieved from https://www.t20saudiarabia.org.sa/en/briefs/Pages/Policy-Brief.aspx?pb=TF4_PB5 (Accessed April 28, 2024).
Vandell, D. L., Burchinal, M., & Pierce, K. M. (2016). Early child care and adolescent functioning at the end of high school: Results from the NICHD study of early child care and youth development. Developmental Psychology, 52(10), 1634–1645. https://doi.org/10.1037/dev0000169
Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An analysis of research on inclusive education: a systematic search and meta review. International Journal of Inclusive Education, 24(6), 675–689. https://doi.org/10.1080/13603116.2018.1482012
Wang, Q. X. (2014). The current situation, influencing factors and development path of collaborative education in home, garden and community. Research on Preschool Education, 5, 64–66. DOI:10.13861/j.cnki.sece.2014.05.011.
Wang, W. W., Zhang, F., & Gong, Y. N. (2021). Restructuring of Home, Garden and Community Partnerships. Educational Practice and Research, C(04), 44–47. DOI:10.14160/j.cnki.13-1259/g4-c.2021.04.017
Watkins, A., & Ebersold, S. (2016). Efficiency, effectiveness and equity within inclusive education systems. In S. Ebersold (Ed.), Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Vol. 8, pp. 229–253). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620160000008014
Wiliam, D. (2013). The importance of teaching. In J. Clifton (Ed), Excellence and Equity. Tackling educational disadvantage in England’s secondary schools (pp. 50–57). London: Institute for Public Policy Research.
Wittek, L., & Habib, L. (2013). Quality Teaching and Learning as Practice within Different Disciplinary Discourses. International Journal of Teaching and Learning in Higher Education, 25(3), 275–287.
Yang, X. P. & Li, M. (2016). Focus and turn: A review of research on quality of preschool education in China. Educational Research, 4, 74–80.
Yang, Y. Q. (2021). The important role of family education in early childhood education. Teacher, 24, 74–75.
Ye, P. Z., & Tang, J. J. (2014). Does economic development inevitably bring the development of preschool education - Based on the analysis of the current situation and problems of the development of preschool education in Guangzhou. Research on Preschool Education, 8, 44–51.
Yu, X. M., Liu, D., & Li, D.M. (2023). Visual Analysis of the Integration of Traditional Chinese Culture into Preschool Education. The Educational Review, USA, 7(8), 1171–1177. http://dx.doi.org/10.26855/er.2023.08.024
Zhang, F. (2017). An exploration of the quality of early childhood teachers as a key to improving the quality of preschool education. Knowledge Bank, 5, 89–90.