Research Findings: This study examined the associations between early childhood education (ECE) teachers' pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was associated with classroom interaction quality. The frequency and diversity of PD activities that ECE teachers experienced in the past year were also related to overall ECE quality. Mediational analyses indicated that the diversity and frequency of PD were indirectly associated with child development through ECE quality. Region of residence moderated the associations between PE and child development and between ECE quality and child development. Practice or Policy: Together, the findings highlight the need for policy to support ECE teachers' professional learning from pre-service education to ongoing professional development.

The article first analyzes the significance of the curriculum reform of music education in universities under the guidance of core literacy, analyzes the demands of curriculum reform, and then expounds the problems existing in the current music education curriculum in universities, and puts forward reform measures, aiming at perfecting the music education curriculum in universities and promoting the good growth of students.

This paper reviews the Chinese government’s efforts and progress towards ensuring equitable access to quality early childhood education (ECE). It begins with an overview of the Chinese context and analysing the reasons for a policy focus on ECE in recent decades. Thereafter, from a historical perspective, it critically reviews policies pertaining to enhancing access to and the quality of ECE in China since 2010. Nationally representative data are used to document policy implementation. Our analyses of national policies and representative data suggest that the state considers ECE a public good. This is evident from policy changes, efforts to bridge urban–rural disparities, fiscal allocations to the most economically disadvantaged groups, and strategies to enhance the quality of ECE.A significant focus on policy implementation with improved regulation and monitoring of services provided by both state and non-state actors was found. However, it is evident that gaps persist between urban and rural areas regarding infrastructure and resourcing, gross enrolment rates, and teacher–child ratios. That stated, the momentum that has driven policy change and the dramatic gains demonstrates the priority accorded to ECE.

This study adopts qualitative analysis strategies to examine how national policies (2010–2020) recognize the professionalism of early childhood education (ECE) teachers in China. The results suggest that ECE teachers have lower status than school teachers, as reflected in the differentiated professional qualification requirements and scant attention in national policies. A managerial view of teachers' professionalism is currently dominant. The ideas of teacher autonomy and collaboration are still emerging and scattered throughout national policies. This study contributes to a more comprehensive understanding of ECE teachers' professionalism, which has wider implications for countries committed to enhancing their ECE workforce.

Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's social-emotional development. This study examined the association between shyness and social-emotional development among Chinese children aged 3 to 12. A systematic search of both Chinese and international databases for relevant research between 1990 and 2020 yielded 23 studies (n = 9,009 children), which were systematically reviewed. Among them, 15 studies (n = 6,303 children) were included in the meta-analyses. Results from random-effects models indicated that shyness was positively associated with internalizing problems (r=.21,p<.01), externalizing problems (r=.14,p<.01), peer victimization (r=.23,p<.05), and asocial behaviours (r=.47,p<.05), and negatively associated with peer preference (r=-.19,p<.01) and school social competence (for school-aged children r=-.19,p<.01; for preschool children r=-.22,p<.01) in the Chinese context. Further, analyses revealed that the relationship between shyness and social-emotional development was moderated by children's characteristics (e.g., gender, age, receptive vocabulary, and emotional competence), social relationship (e.g., teacher-child relationship and parent-child attachment), and situational context (e.g., interpersonal similarity). This study suggests that shyness generally exerts negative influences on Chinese children's social-emotional development, but the influences are unique to particular social-emotional domains and moderated by both children's characteristics and environmental factors.

UN Sustainable Development Goal 4.2 specifies that countries need to ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary school education. This paper considers where Bangladesh, China, India and Myanmar stand in terms SDG Target Indicator 4.2.2. National data sets were used to assess equitable access to early childhood education and policy documents were analysed to determine how countries address the quality dimension. Overall, findings indicate (i) large variations in access to early childhood education among Bangladesh, China, India and Myanmar; (ii) variations in access based on family wealth; (iii) the need to enhance the quality of the data collected to measure access to early childhood education and monitor progress towards Sustainable Developmental Goal Target Indicator 4.2.2; (iv) a lack of attention to the measurement of the quality of early childhood education; and (iv) the need to address policy-implementation gaps in all four countries.

Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China's largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.

How to ensure the quality of online learning in institutions of higher education has been a growing concern during the past several years. While several studies have focused on the perceptions of faculty and administrators, there has been a paucity of research conducted on students’ perceptions toward the quality of online education. This study utilized qualitative methods to investigate the perceptions of students from two universities and one community college regarding the quality of online education based on their own online learning experiences. Interviews and observations were conducted with three students. Various documents were collected, digital and printed. Positive and negative experiences of students were examined. Factors that contribute to those experiences were also identified. The findings of this research revealed that flexibility, cost-effectiveness, electronic research availability, ease of connection to the Internet, and well-designed class interface were students’ positive experiences. The students’ negative experiences were caused by delayed feedback from instructors, unavailable technical support from instructors, lack of self-regulation and self-motivation, the sense of isolation, monotonous instructional methods, and poorly-designed course content The findings can be used by instructors to understand students’ perceptions regard ing online learning, and ultimately improve their online instructional practices. Introduction With the fast development of the Internet, many colleges and universities have offered online courses as a viable alternative to traditional face-to-face instruction. However, considerable concerns and problems have developed, particularly as it relates to the quality of online education. Online education, according to Harasim (1989), is a new domain of learning that combines distance education with the practice of face-to-face instruction utilizing computer-mediated communication. Ascough (2002) suggested that online education has the following features: (a) it provides a learning experience different than in the traditional classroom because learners are different, (b) the communication is via computer and World Wide Web, (c) participation in classroom by learners are different, (d) the social dynamic of the learning environment is changed, and (e) discrimination and prejudice is minimized (p.1). New technologies, the Internet, streaming video, net-meeting etc. now makes higher education more accessible and affordable for many students, and for those who would have been unable to pursue higher education in a traditional in-class setting (Bianco & Carr-Chellman, 2002). Consequently, online learning has now become an integral part of higher education institutions’ expanding curriculum. The term online education is often associated with Internet education, virtual education, cyber-learning, and asynchronous learning (Office of Sustainable Development, 2000). Kearsly (2000) reported the following themes that shape online education: collaboration, connectivity, student-centeredness, unboundedness, community, exploration, shared knowledge, multisensory experience, and authenticity (p. 4-10). Volery (2000) also concluded that online delivery is a form of distributed learning enabled by the Internet. According to Paulsen (2002), online education is characterized by: • the separation of teachers and learners (which distinguishes it from face-to-face education), • the influence of an educational organization (which distinguishes it from self-study and