Comparative Research on the Syllabi of Child Development Course in Early Childhood Teacher Education Program


  • Yuan He Stephen F. Austin State University, United States
  • Samuel Song Nazareth College
  • Azra Fanoos University of Lakki Marwat, Pakistan
  • Ting Li University of Geneva, Switzerland


child development, syllabus, early childhood teacher education, cultural outsiders


The current study adopted a case study design with mixed methods to

examine the multiple features in child development course syllabi in early

childhood teacher education programs in two countries, China and the US.

This study provided insights into the twenty syllabi through document review

and questionnaires. Twenty-six participants, viewed as “cultural outsiders”,

were recruited in this study: thirteen from institutions in the US and thirteen

from Chinese institutions. Results showed that the syllabi from the US

universities could be considered “broad” learning and the syllabi from

China as “deep” learning. The Chinese universities in the study focused

more on helping students understand child development knowledge, whereas

US universities emphasized helping teacher candidates apply the knowledge

of child development in practice. Comparatively, US universities

concentrated more on critical thinking and cultural perspectives.

Author Biographies

Yuan He, Stephen F. Austin State University, United States

Assistant Professor, Stephen F. Austin State University, College of Education.

Samuel Song, Nazareth College

Executive Director of English Language Institute

Azra Fanoos, University of Lakki Marwat, Pakistan

Lecturer, Department of Education.

Ting Li, University of Geneva, Switzerland

Researcher at Laboratoire Innovation Formation Education [LIFE]






General Refereed Papers