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