课程概述：

《比较学前教育》在中国大学MOOC平台进行选课，是完全免费的精品资源共享课，同时也是高校学前教育专业的一门必修课程。本课程适用人群广泛，非学前专业人士、各类零基础人群都可以进行学习。

本课程邀请了来自亚洲、大洋洲和欧洲学前教育领域的资深学者，吸收了国内外大量最新研究成果与热点话题，从学前教育的历史脉络与最新政策发展、课程与教学、师资队伍等角度，深度探讨了中国、日本、澳大利亚、德国、挪威等国家及地区在社会、历史文化、经济、政治等共同影响下的学前教育体系。视频演示的方式让晦涩难懂的理论知识更易接受，丰富的实践案例能够让学习者加深理解和巩固理论知识，使学习者能在实践中理论联系实际，并学会分析问题。我们还以线上答疑、线上讨论等多种方式与学习者进行课程互动。课程试看视频由课程团队精心设计，欢迎大家试看！

前五次课程结束后，我们得到了大家的赞誉和认可，也收到了学习者提出的改进意见，我们既高兴于学习者的收获，也认识到课程还有继续需要完善的地方。第六次课程上线前做了更多改进，增补课程资源，尤其是案例和视频资源，提高课程互动性，做好课程团队建设等工作。所有改进的目的都是为了持续提高课程质量，希望学习者能够产生积极沉浸式的深度学习体验，第六次课程我们将一如既往地为学习者提供优质的课程和及时的答疑，也感谢学习者对本门课程的持续支持。

Comparative Early Childhood Education and Care is a compulsory course for preschool education major in Colleges and universities. This course invited senior scholars from Asia, Oceania and Europe in the field of early childhood education, and absorbed a large number of latest research results and hot topics at home and abroad. From the perspective of the historical context and latest policy development of preschool education, curriculum and teaching, and teachers' team, the course discussed in depth the social, historical and cultural development of China, Japan, Australia, Germany, Norway and other countries and regions Preschool education system under the influence of economy and politics.

The term “Early Childhood Education and Care” (ECEC) includes all arrangements providing care and education for children under compulsory school age regardless of setting (schools, centers, or carers’ homes), funding (public or private), hours (part-day, full school day, full work day), or curriculum. In this course students will learn about early childhood education and care in selected topics in a range of countries. A single nation’s educational services cannot be viewed clearly without first understanding the influence of the social, cultural, economic and political factors that have shaped the system. You will analyze political forces; local, national and international, as drivers of educational policy and reform. You will compare and contrast ideas, and ideologies that influence current provisions. Major debates like quality goals and regulations, designing and implementing curriculum and standards, improving qualifications, training and working conditions, engaging families and communities and advancing data collection, research and monitoring (OECD, 2012) will be introduced.   

授课目标：

l Discuss key issues of comparative education and the relevant literature

l Critically analyse documents and synthesize relevant literature linking theory of educational policy into practice

l Contextualize and discuss curriculum frameworks, standards and assessment through comparative education in early childhood settings of both local and international contexts.

l Incorporate suitable ideologies into your own practice  

l You will be assessed on your development of the following program learning outcomes in this course:

l Develop and apply theoretical and practical knowledge and skills to your professional practice and development in curriculum, pedagogy and assessment.

l Critically analyse, synthesize and reflect on educational policy and practice in both local and international contexts.

l Demonstrate creativity, critical thinking and innovation when identifying and solving problems in diverse educational contexts.

l Apply initiative and judgment in planning, problem solving and decision making to enhance your practice and continuing professional development.

1. Knowledge Ability 专业知识

Students with specialized knowledge or interest in ECEC

具备学前教育相关的专业知识或学前教育研究领域的爱好者

2. Language Ability 语言能力

You are required to have good English listening, speaking, reading and writing skills, as:

具备良好的英文听说读写能力，即：

• Reference Books 参考书籍

1.Duncan, J. & Te One, S. (2013). Comparative early childhood services: International perspectives. Sydney: Palgrave: Macmillan.

2.Melhuish, E.,& Petrogiannis, K. (2006). Early childhood care and education. International perspectives. Oxon: Routledge.

3.Ritchie, C. (2013). Challenge and Change for the Early Years Workforce. Oxon: Routledge. Taguma, M. & Litjens, I. & Makowiecki, K. (2012). Quality matters in early childhood education and care: Finland. OECD. https://www.oecd.org/edu/school/49985030.pdf 

4. Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in Three Cultures Revisited: China, Japan, and the United States. Chicago: University of Chicago Press

5.Vong, K-L [Peggy]. (2008). Evolving creativity. New pedagogies for young children in China. Great Britain: Trentham Books Limited.

• Reference Articles 参考文献

1. Barnett, W. & Nores, M. (2012). Investing in Early Childhood Education: A Global Perspective National Institute for Early Education Research (https://nieer.org/sites/nieer/files/Investing%20in%20Early%20Childhood%20Eduation%20A%20 Global%20Perspectivei.pdf . 

2. Li, H., Rao, N., & Tse, S. (2012). Adapting western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschool. Early Education and Development, 23, 603-621. 

3. McMullen, M., Elicker, J., Wang, J., Erdiller, Z., Lee, S., Lin, C., & Sun, P. (2005). Comparing beliefs about appropriate practice among early childhood education professionals from the US, China, Taiwan, Korea and Turkey. Early Childhood Research Quarterly, 20(4), 451-464. 

4.Van Laere, K., Peeters, J. & Vandenbroeck, M. (2012). The Education and Care Divide: the role of the early childhood workforce in 15 European countries. European Journal of Education. 47(4). Pp. 527-541.