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Ebbeck, Marjory; Gao, Madam Wei Zhen – International Journal of Early Years Education, 1996
Discusses preschool education in the People's Republic of China. Describes the developments that have occurred in the last 15 years, such as the effect of the 1 child policy and what parents now expect preschools to emphasize as a result of this policy. Discusses how the theories of Piaget and Vygotsky form the foundations for the preschool…
Descriptors: Educational Change, Educational Development, Family Characteristics, Family Size
Peer reviewed Peer reviewed
Adams, Leah D.; Ebbeck, Marjory – International Journal of Early Years Education, 1997
Describes issues surrounding development of tolerance in young children, including relationship of moral development with cognitive development. Recognizes importance of family and other adult models, and argues that teaching about tolerance should be embedded in an inclusive approach to curriculum, with children given opportunities to make…
Descriptors: Child Responsibility, Childhood Attitudes, Cognitive Development, Ethical Instruction
Peer reviewed Peer reviewed
Ebbeck, Marjory – International Journal of Early Years Education, 1993
Discusses provisions of early childhood teacher education in Australia. Focuses on aspects of the early childhood awards offered; the structure and main component of early childhood teacher education programs; national accreditation of long-day child care services; and teacher registration. (BB)
Descriptors: Day Care, Degrees (Academic), Early Childhood Education, Foreign Countries
Peer reviewed Peer reviewed
Ebbeck, Marjory – International Journal of Early Years Education, 1995
Examined the views of both Chinese parents and Chinese teachers in Hong Kong concerning the purposes of early childhood education. Found that early childhood education in Hong Kong refers to kindergartens and nursery centers, and that this administrative division leads to community views whereby nurseries are perceived as being only child-minding…
Descriptors: Child Caregivers, Day Care Centers, Early Childhood Education, Foreign Countries
Peer reviewed Peer reviewed
Ebbeck, Marjory – International Journal of Early Years Education, 1996
Examines the proposition that children construct their own knowledge. Reviews contributions to and criticisms of Piagetian and Vygotskian theories, and considers their curricular implications. Discusses how the work of Gardner and Case extends that of Piaget. Emphasizes application of theory to a culturally relevant approach to classroom practices…
Descriptors: Child Development, Cognitive Development, Concept Formation, Constructivism (Learning)