An evaluation of China’s Kindergarten quality rating system through the Chinese early childhood environment rating scale – the Zhejiang case

Abstract

This study examined the effectiveness of one province’s Kindergarten Quality Rating System in differentiating quality levels using the Chinese Early Childhood Environment Rating Scale (CECERS). Results confirmed that, except for the difference between the Standard and Level-3 Kindergartens, the CECERS was successful in detecting the differences among various quality levels based on Space & Furnishing, Personal Care Routines, Curriculum Planning & Implementation, Whole-Group Instruction, Activities, Language-Reasoning, Guidance & Interactions, and Parents & Staff. The findings suggest combining the Standard and Level-3 Kindergartens to improve the efficacy and efficiency of the quality rating system. Moreover, to ensure a quality ECE for children from disadvantaged backgrounds, the findings suggest that the government must increase both the number of rural programs and the quality of local ECE programs, especially rural and private programs. Finally, practitioners are encouraged to use the CECERS as a tool for improving ECE quality and for ensuring a quality early childhood education for every child.

Keywords:

• early childhood education
• Chinese early childhood environment rating scale
• China
• Kindergarten quality rating system

Additional information

Funding

Funding. The research and preparation of this manuscript is supported by the following grants: (a) “A Multidimensional and Integrated Approach to Chinese Preschool Evaluation” from the National Social Science Foundation for Young Scholars of China (Grant # CHA110131); (b) “Establishing a Quality Evaluation and Monitoring System for Preschool Education in Zhejiang Province” from Zhejiang Provincial Social Science Foundation, China (Grant # 11JCJY12YB).