Traditional early childhood education in China currently faces both internal and external challenges changing family structures and increased influence of foreign ideas and values. The one child policy in the People’s Republic of China is altering family roles and child-rearing practices, raising concerns about the possible harmful effects of too much attention and pampering. As China becomes more open to outside contact and influence, traditional teaching comes into conflict with Western ideas about “developmentally appropriate practices” and goals of creativity, autonomy and critical thinking. Have artistic development of children of preschool age goals and practices, which are so prevalent in the United States today, influenced Chinese early childhood education?
In 1991, I had ample opportunity to explore such questions when I spent seven months teaching in China. I drew much of my information from observations of early childhood programs in Xi’An, where I taught at Xi’An Foreign Languages University. My conclusions are consistent with what I observed and heard in interviews with teachers, parents and teacher educators throughout China. I was able, however, to arrange more informal visits through Chinese friends and travel companions.