Designing and Implementing Engaging Learning Environments: Kindergarten Teachers' Perceptions in three Chinese Societies

• Peng Xu ^[1] ; Haidan Liu ^[2] ; Jing Li ^[3] ; Beibei Shi ^[4]
  1. [1] Beijing Normal University

     Beijing Normal University

     China

     
  2. [2] No.5 Nursery School, Xi’an
  3. [3] Lian Hua Bei Kindergarten, Shen Zhen
  4. [4] Mian Hua Hu Tong Kindergarten, Beijing

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• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 737-746
• Idioma: inglés
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• Resumen

  • Recent emphasis on learning environments in China’s kindergartens is highlighted in various Chinese societies, including Beijing, Xi’an and Shenzhen. Based on a constructive theoretical framework, early childhood educators as important gatekeepers of establishing learning environments were invited to share the professional and practical views on designing and implementing engaging learning environments. Totally, 15 early childhood educators (5 from Beijing, 5 from Xi’an, and 5 from Shenzhen) joined this study by completing an interview on engaging learning environments. Teachers in three areas unanimously asserted that engaging learning environments were supposed to promote their initiative and active participation and follow children’s interests and individualized needs. In addition, scaffolding was viewed as a main approach to facilitate children’s engagement. Significant differences were that teachers in Beijing and Xi’an focused on a teacher-controlled model with increasingly highlighting children’s perspective. While child-centered model was preferred in Shenzhen and children’s interaction with teachers, peers and environments was the key point.