All Outputs (6)

(Re)constructing school readiness from Chinese young children's perspectives: Interim Report (2021)
Report

This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives: Interim Report.

(Re)constructing school readiness from Chinese young children's perspectives (2021)
Report

This interim report presents the ongoing progress of a collaborative project between the Centre for Teacher and Early Years Education (CTEY), UCL Institute of Education and the Faculty of Education, Beijing Normal University (BNU), which aims to (re)... Read More about (Re)constructing school readiness from Chinese young children's perspectives.

A Systematic Review of Parent-child Reading in Early Childhood (0-6): Effects, Factors, and Interventions. (2021)
Report

What kind of parenting promotes 0-3-year-olds' development? A review of research evidence in international and China-specific literature (2021)
Report

What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses (2020)
Report

The widely acknowledged importance of educating parents in children's early years has led to a substantial number of parenting programmes aimed at various aspects of early childhood care and education (ECEC). A vast amount of research has been conduc... Read More about What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses.

From Global to Local: How Can International 0-3 Curriculum Frameworks Inform the Development of 0-3 Care and Education Guidelines in China? (2020)
Report