Early Childhood Care and

Education in China
Monica Lysack
What was I expecting?
Small, crowded facilities
A lower standard of care than Canada in terms of
ratios, health and safety standards, and equipment
Programs that were over-structured and teacher-
directed
Inequities due to income and gender
What I found:
High quality programs; better-trained and well-
respected educators
Large, beautiful, well-designed facilities
Programs that are accessible to the majority of
families, regardless of income
Happy, valued, well-cared-for children!
That I had a great deal to question about my own
values as an Early Childhood Educator
Facilities
These schools were
designed and built
as Early Childhood
facilities.
The dedication of
these large spaces
solely for the use of
young children, in a
place where space
is at a premium,
tells us something
about how this
culture values
children.
Outdoor Play Spaces
large spaces
wide variety of activities
and equipment, including
those typically found
indoors (e.g. blocks,
water table)
paddling pools
variety of surfaces,
levels, and textures
beautiful
environments
Safely enclosed
spaces promote
active, involved
outdoor play.
Children may choose
independent play or
they may prefer to be
involved in teacher-
led group games.
Indoor Environments
This toddler room
has slightly scaled
down equipment
similar to that in
preschool rooms.
Arranged by
interest centres.
Uncluttered, well-
designed space.
Rooms are large,
bright, and cheery.
Aesthetics and
cleanliness are
important aspects of
the environment.
Usually thirty
preschool children are
accommodated in
each group with three
teachers. Each group
has access to several
large rooms.
Each child has her or his own bed which helps to create a
sense of belonging. The environment is relaxed and warm;
children know that it is a quiet place to rest or sleep.

A room just for napping or sleeping overnight if necessary.
These bathrooms show
traditional Chinese toilets.
The potty-chair assists
children who need support.
Bathrooms are clean, and
centrally located to allow
easy access from any room.
Bathrooms
Equipment and Resources
The storage room in this
school contained a large
number of well-
maintained toys that are
rotated throughout the
rooms.
They were very proud of
their teacher-made
materials and resources.
I was surprised to
see multicultural
materials!
The organization
of materials
reflects a
Montessori
influence.
The resident doctor
posts the results of
check ups and
developmental
screening for parents
and teachers to
review.
Health
The menu board
indicates the nutritious
foods that will be served
that week, along with
pictures for non-readers.
Nutrition
All meals, snacks,
and beverages are
provided for the
children.
All buildings that we
observed have this type of
hallway outside of the
regular classroom. It is a
perfect space for activity
centres. Lots of windows
provide natural lighting.
The math centre includes
manipulatives and visual
representation of math
concepts.
Activity Centres
The Project Approach
Children developed this under-the-sea theme on
their own. Educators provided resources and
support; children created!
Following the project approach...
This is what children
saw outside their
classroom window:
construction equipment
including scaffolding
and cranes.
This three-dimensional creation is the
childrens response to what they saw outside.
They were provided with a collection of
everyday, recycled materials in the creative
arts activity centre.
Social Studies
This room is used for
an organized social
studies activity.
Displays in the room are a
balance of both teacher-
made and child-made
materials. They are
reflective of the world
around them.
Children re-create their community.
Fine Arts
Introducing the fine arts to young children seems to be an
important educational value. Every classroom has a
piano. The music room provides a wide variety of
instruments, enough for every child in the group of thirty.
Children receive direct instruction from qualified
teachers.
Sports and Recreation
This is a
photograph of the
daycares soccer
team. Their team
plays other
daycare teams.
Early literacy is
promoted through the
use of single characters
associated with a
picture of the concept
that it represents.
Visual clues, like this
poster in the bathroom
showing a child
brushing her teeth,
remind children of what
is expected.
Early Literacy
Social Development
Since families in China
have only one child,
socialization is very
important. Children like
to cluster and this is
encouraged by the
teachers.
I know this game! No
matter where we are in the
world, children inviting
adults to share tea is a
universal game!
Adult-Child Interactions
Adults and children interact in a very relaxed
manner. It appears that adults and children share a
sense of mutual respect. The environment is not a
controlling one, yet children do not act out or
demonstrate challenging behaviours. Adults are
warm and empathetic.
Closing Reflections
What are the similarities and differences between early
childhood education in Canada and in China?
What are some cultural and contextual factors that
influence these differences?
What can we in Canada learn from the Chinese early
childhood care and education system?