The arts in early childhood teacher education in China: a question of curriculum balance

References

• Arapaki, X., & Zafrana, M. (2004). The artistic expression of kindergarten children after a ‘guided’ teaching approach. European Early Childhood Education Research Journal, 12(2), 43–58. https://doi.org/10.1080/13502930485209421
   Web of Science ®Google Scholar
• Aróstegui, J. L., & Kyakuwa, J. (2021). Generalist or specialist music teachers? Lessons from two continents. Arts Education Policy Review, 122(1), 19–31. https://doi.org/10.1080/10632913.2020.1746715
   Google Scholar
• Barrett, M. (1994). Music education and the primary/early childhood teacher: A solution. British Journal of Music Education, 11(3), 197–207. https://doi.org/10.1017/S0265051700002163
   Google Scholar
• Barrett, M. S., Zhukov, K., & Welch, G. F. (2019). Strengthening music provision in early childhood education: A collaborative self-development approach to music mentoring for generalist teachers. Music Education Research, 21(5), 529–548. https://doi.org/10.1080/14613808.2019.1647154
   Web of Science ®Google Scholar
• Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. F. (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early Childhood Research Quarterly, 45, 277–288. https://doi.org/10.1016/j.ecresq.2017.12.005
   Web of Science ®Google Scholar
• Bautista, A., Yeung, J., Mclaren, M. L., & Ilari, B. (2022). Music in early childhood teacher education: Raising awareness of a worrisome reality and proposing strategies to move forward. Arts Education Policy Review, 1–11. https://doi.org/10.1080/10632913.2022.2043969
   Google Scholar
• Bell, L. (1984). Curriculum review and curriculum balance. School Organisation, 4(2), 179–182. https://doi.org/10.1080/0260136840040210
   Google Scholar
• Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative methods. AltaMira Press.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
   Web of Science ®Google Scholar
• Bresler, L. (1993). Three orientations to art in the primary grades: Implications for curriculum reform. Arts Education Policy Review, 94(6), 29–34. https://doi.org/10.1080/10632913.1993.9936939
   Google Scholar
• Chad Friedman, E., Lee, Y., Liu, X., & Watson, M. W. (2019). The effects of visual arts pedagogies on children’s intrinsic motivation, creativity, artistic skill, and realistic drawing ability. The Journal of Creative Behavior, 53(4), 482–495. https://doi.org/10.1002/jocb.228
   Web of Science ®Google Scholar
• China National Society of ECE. (1989). Compiled important literature on kindergarten education in the People’s Republic of China. Beijing Normal University Publishing House.
   Google Scholar
• Cohen, H. (1953). The balanced curriculum. New England Journal of Medicine, 249(22), 871–875. https://doi.org/10.1056/NEJM195311262492201
   PubMed Web of Science ®Google Scholar
• Collins, A. (2016). Generalist pre-service teacher education, self-efficacy and art education: An impossible expectation? International Journal of Education & the Arts, 17(26), 1–23. http://www.ijea.org/v17n26/
   Google Scholar
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage.
   Google Scholar
• Cutcher, A., & Boyd, W. (2018). Preschool children, painting and palimpsest: Collaboration as pedagogy, practice and learning. International Journal of Art & Design Education, 37(1), 53–64. https://doi.org/10.1111/jade.12113
   Web of Science ®Google Scholar
• Drahmann, M. (2020). Teacher education in Germany: A holistic view of structure, curriculum, development and challenges. In K. Pushpanadham (Ed.), Teacher education in the global era: Perspectives and practices (pp. 13–31). Springer.
   Google Scholar
• Eddy, M., Blatt-Gross, C., Edgar, S. N., Gohr, A., Halverson, E., Humphreys, K., & Smolin, L. (2021). Local-level implementation of social emotional learning in arts education: Moving the heart through the arts. Arts Education Policy Review, 122(3), 193–204. https://doi.org/10.1080/10632913.2020.1788681
   Google Scholar
• Efland, A. D. (1990). The history of art education: Intellectual and social currents in teaching the visual arts. Teachers College Press.
   Google Scholar
• Garcia Gil, D., Casanova, O., & Zarza-Alzugaray, F. J. (2021). Musical skills in the Spanish grado university degree in early childhood education. How do Spanish university students view their preparation? Music Education Research, 23(1), 77–89. https://doi.org/10.1080/14613808.2020.1853084
   Web of Science ®Google Scholar
• Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education. Basic Books.
   Google Scholar
• Grey, A. C. (2009). No child left behind in art education policy: A review of key recommendations for arts language revisions. Arts Education Policy Review, 111(1), 8–15. https://doi.org/10.1080/10632910903228132
   Google Scholar
• Hamilton, A., Jin, Y., & Krieg, S. (2019). Early childhood arts curriculum: A cross-cultural study. Journal of Curriculum Studies, 51(5), 698–714. https://doi.org/10.1080/00220272.2019.1575984
   Web of Science ®Google Scholar
• Hancock, D. R., & Wright, S. W. (2018). Enhancing early childhood development through arts integration in economically disadvantaged learning environments. The Urban Review, 50(3), 430–446. https://doi.org/10.1007/s11256-017-0440-y
   Google Scholar
• Hartle, L. C., Pinciotti, P., & Gorton, R. L. (2015). ArtsIN: Arts integration and infusion framework. Early Childhood Education Journal, 43(4), 289–298. https://doi.org/10.1007/s10643-014-0636-7
   Web of Science ®Google Scholar
• Hayes, N., Maguire, J., Corcoran, L., & O’Sullivan, C. (2017). Artful dodgers: An arts education research project in early education settings. Irish Educational Studies, 36(2), 203–219. https://doi.org/10.1080/03323315.2017.1324804
   Web of Science ®Google Scholar
• Higham, D., & Bell, L. A. (1983). Curriculum balance. School Organisation, 3(2), 153–167. https://doi.org/10.1080/0260136830030207
   Google Scholar
• Hotchkiss, W. E. (1920). The basic elements and their proper balance in the curriculum of a collegiate business school. Journal of Political Economy, 28(2), 89–107. https://doi.org/10.1086/253246
   Google Scholar
• Hsiao, C. Y. (2015). Current kindergarten parents’ attitudes toward and beliefs about children’s art education in majority cities and counties of Taiwan. International Education Studies, 8(4), 80–94. https://doi.org/10.5539/ies.v8n4p80
   Google Scholar
• Hunter-Doniger, T., & Fox, M. (2020). Art connections: An investigation of art education courses for preservice generalists. Arts Education Policy Review, 121(2), 55–62. https://doi.org/10.1080/10632913.2018.1530709
   Google Scholar
• Jiangsu Provincial Department of Education. (2012). Notice on the Organization of Preservice Teachers’ Basic Teaching Skills Competition. http://jyt.jiangsu.gov.cn/art/2012/5/15/art_58379_7507766.html
   Google Scholar
• Jin, Y., Krieg, S., Hamilton, A., & Su, J. (2021). To teach creativity (or not) in early childhood arts curriculum: A case study in Chinese Beijing kindergartens. International Journal of Early Years Education, 30(4), 940–955. https://doi.org/10.1080/09669760.2021.1917341
   Google Scholar
• Jones, J. (1983). Curriculum Balance, Curriculum Review and Curriculum‐led Staffing: A Response. School Organisation, 3(3), 305–308. https://doi.org/10.1080/0260136830030310
   Google Scholar
• Kim, J. (2017). Transforming music education for the next generation: Planting “four cs” through children’s songs. International Journal of Early Childhood, 49(2), 181–193. https://doi.org/10.1007/s13158-017-0187-3
   Google Scholar
• Kind, S., Diaz-Diaz, C., & Semenc, P. (2020). Interview with Sylvia Kind. In C., Diaz-Diaz & P., Semenec (Eds.), Posthumanist and new materialist methodologies: Research after the child (1st ed., pp. 75–85). Singapore: Springer Singapore.
   Google Scholar
• Kisida, B., Bowen, D. H., & Greene, J. P. (2018). Cultivating interest in art: Causal effects of arts exposure during early childhood. Early Childhood Research Quarterly, 45, 197–203. https://doi.org/10.1016/j.ecresq.2017.12.003
   Web of Science ®Google Scholar
• Kliebard, H. M. (1995). The Tyler Rationale revisited. Journal of Curriculum Studies, 27(1), 81–88. https://doi.org/10.1080/0022027950270107
   Web of Science ®Google Scholar
• Leung, S. K. (2020). Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong. Journal of Curriculum Studies, 52(6), 857–869. https://doi.org/10.1080/00220272.2020.1795271
   Web of Science ®Google Scholar
• Lindsay, G. M. (2017). Art is Experience: An Exploration of the Visual Arts Beliefs and Pedagogy of Australian Early Childhood Educators. Doctoral dissertation, University of Wollongong.
   Google Scholar
• Liu, L., & Yang, Z. (2022). An investigation into the art skills of early childhood preservice teachers: The case of M college. New Curriculum Research, 新课程研究], 15, 60–62. https://www.cnki.com.cn/Article/CJFDTotal-XKCY202215019.htm
   Google Scholar
• Mages, W. K. (2018). Does theatre-in-education promote early childhood development? The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly, 45, 224–237. https://doi.org/10.1016/j.ecresq.2017.12.006
   Web of Science ®Google Scholar
• Melograno, V. (1984). The Balanced Curriculum: Where is it? What is it? The Journal of Physical Education, Recreation & Dance, 55(6), 21–53. https://doi.org/10.1080/07303084.1984.10630561
   Google Scholar
• Merry, R., Wei, Z., & Rogers, J. (2006). What’s got two heads and no nose? Young British and Chinese children’s representations of unreality. Early Years, 26(2), 143–158. https://doi.org/10.1080/09575140600759914
   Google Scholar
• Ministry of Education, People’s Republic of China [PRC]. (2012). Professional Standards for Kindergarten Teachers. http://www.moe.gov.cn/srcsite/A10/s6991/201209/t20120913_145603.html
   Google Scholar
• Ministry of Education, People’s Republic of China [PRC]. (2020, October 7). Overview of educational achievements in China in 2019. Retrieved March 26, 2022, from http://en.moe.gov.cn/documents/reports/202102/t20210209_513095.html
   Google Scholar
• Ministry of Education, People’s Republic of China [PRC]. (2021). Assessment criteria for professional competence of pre-service teachers. https://www.edu.cn/xxh/yc/202105/t20210507_2106379.shtml
   Google Scholar
• Nanjing Normal University. (2022). Undergraduate Programs: Early Childhood Education. Retrieved December 26, 2022, from http://en.njnu.edu.cn/academics/early-childhood-education
   Google Scholar
• Oliva, P., & Gordon, W. (2013). Developing the curriculum (8th ed). Allyn & Bacon.
   Google Scholar
• Pestana, G. (2022). Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes. Australasian Journal of Early Childhood, 47(1), 74–86. https://doi.org/10.1177/18369391211056669
   Web of Science ®Google Scholar
• Pollard, C., McKendrick-Calder, L. A., Shumka, C., McDonald, M., & Carlson, S. (2020). Managing student workload in clinical simulation: A mindfulness-based intervention. BMJ Simulation and Technology Enhanced Learning, 6(6), 356–359. https://doi.org/10.1136/bmjstel-2019-000499
   PubMed Web of Science ®Google Scholar
• Robinson, M., & Rousseau, N. (2012). Re-imagining teacher education: Connecting the spaces between vision, context and curriculum. Education as Change, 16(1), 97–111. https://doi.org/10.1080/16823206.2012.692178
   Web of Science ®Google Scholar
• Santn, M. F., & Torruella, M. F. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6(1), 50–56. https://doi.org/10.7821/naer.2017.1.207
   Google Scholar
• Saunders, T. C., & Baker, D. S. (1991). In-service classroom teachers’ perceptions of useful music skills and understandings. Journal of Research in Music Education, 39(3), 248–261. https://doi.org/10.2307/3344724
   Web of Science ®Google Scholar
• Sawyer, R. (2017). Curriculum deliberations over time: A nexus of teacher dilemmas, questions, experimentation, and agency. Teachers College Record, 119(14), 1–36. https://doi.org/10.1177/016146811711901401
   Web of Science ®Google Scholar
• Schatz, E., Madhavan, S., & Williams, J. (2011). Female-headed households contending with AIDS-related hardship in rural South Africa. Health & Place, 17(2), 598–605. https://doi.org/10.1016/j.healthplace.2010.12.017
   PubMed Web of Science ®Google Scholar
• Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. Macmillan.
   Google Scholar
• Short, K. G. (1999). The search for “balance” in a literature-rich curriculum. Theory into Practice, 38(3), 130–137. https://doi.org/10.1080/00405849909543844
   Web of Science ®Google Scholar
• Solomon, J. (1985). Classroom discussion: A method of research for teachers? British Educational Research Journal, 11(2), 153–162. https://doi.org/10.1080/0141192850110207
   Google Scholar
• Souto-Iglesias, A., & Baeza-Romero, M. T. (2018). A probabilistic approach to student workload: Empirical distributions and ECTS. Higher Education, 76(6), 1007–1025. https://doi.org/10.1007/s10734-018-0244-3
   Web of Science ®Google Scholar
• Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research and Applications, 5, 147–158. https://doi.org/10.17348/era.5.0.147-158
   Google Scholar
• Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
   Google Scholar
• University, Y. (2022). Notice on the Organization of the University-Wide Trials for the Preservice Teachers’ Basic Teaching Skills Competition. https://jwc.yzu.edu.cn/info/1023/2978.htm
   Google Scholar
• Vecchi, V. (1998). The role of the atelierista: An interview with Leila Gandini. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – advanced reflections (pp. 139–147). Ablex.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Wallerstedt, C., & Pramling, N. (2012). Conceptualising early childhood art education: The cultivation of synesthetic transduction skills. International Journal of Early Childhood, 44(2), 127–139. https://doi.org/10.1007/s13158-012-0057-y
   Google Scholar
• Wright, S. (1995). Cultural influences on children’s developing artistry: What can China and Australia learn from each other? Australasian Journal of Early Childhood, 20(3), 39–45. https://doi.org/10.1177/183693919502000309
   Google Scholar
• Yang, W., Xu, P., Liu, H., & Li, H. (2022). Neoliberalism and sociocultural specificities: A discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care, 192(2), 203–219. https://doi.org/10.1080/03004430.2020.1754210
   Web of Science ®Google Scholar