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This book is among the first to comprehensively examine the far-reaching impact of China's new fertility policies on early education and development. Drawing on empirical evidence obtained through various research methods, this book offers multidisciplinary perspectives on the far-reaching impact of these policies.
List of contents
Part 1: Introduction 1. The Impact of New Fertility Policies on Early Education and Development in China
Part 2: The Impact of New Fertility Policies on Families and Preschools 2. Are Chinese Parents Willing to Have a Second Child? Investigation on the Ideal and Realistic Fertility Willingness of Different Income Family
3. Preschool Education Demand in China by 2035: A Prediction Analysis
Part 3: The Impact of New Fertility Policies on Early Childhood Development 4. Are Second-born Children More Empathetic than Only Children? A Study on Empathy Development of Chinese Preschoolers
5. Developmental Pattern, Latent Profiles, and Family Predictors of Chinese Preschoolers' Sympathy
6. Parenting Styles and Social Competence in Chinese Preschoolers: A Moderated Mediation Model of Singleton and Self-regulation
7. Family SES and Self-Regulated Learning in Chinese Preschoolers: A Mediation Analysis of Parental Educational Expectation and Home-based Involvement
8. Family Environment Profile in China and Its Relation to Family Structure and Young Children's Social Competence
Part 4: The Impact of New Fertility Policies on Early Childhood Education and Care Policies 9. Effectiveness of Puhui Kindergartens' Development in China: A Parental Evaluation
10. The Accessibility, Quality, and Administration of Childcare Services for Birth to 3 Years under China's Universal Two-child Policy
About the author
Dr. Xiumin Hong is Professor and the director of the Institute of Early Childhood Education, Beijing Normal University, China. She obtained her Ph.D. from Beijing Normal University in 2005. Her primary research interest centers on young children's social and emotional learning, professional development, and early childhood education and care policy.
Dr. Yong Jiang is Professor of the Faculty of Education, East China Normal University, China. He obtained his Ph.D. from Beijing Normal University in 2003. He is the editorial board member of
Journal of Research in Childhood Education.
Dr. Li Luo is Assistant Professor in early childhood education at Capital Normal University, China. She obtained her Ph.D. from the University of Florida in 2017. Her current research interests focus on early childhood special education, social and emotional learning assessment, and teacher-child interaction and relationship.
Dr. Hui Li is the Dean and Chair Professor of the Shanghai Institute of Early Childhood, Shanghai Normal University, China. He obtained his Ph.D. from the University of Hong Kong in 2000. He is the associate editor of
Early Education and Development,
Early Child Development and Care, and
Frontiers in Psychology.
