What kind of parenting promotes 0-3-year-olds' development? A review of research evidence in international and China-specific literature
(2021)
Report
Gao, J., Brooks, C., Xu, Y., & Kitto, E. (2021). What kind of parenting promotes 0-3-year-olds' development? A review of research evidence in international and China-specific literature. Centre for Teacher and Early Years Education, UCL Institute of Education
All Outputs (33)
Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach (2021)
Journal Article
Gao, J., Xu, Y., Kitto, E., Bradford, H., & Brooks, C. (2022). Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach. Early Years, 42(1), 55-70. https://doi.org/10.1080/09575146.2021.1901661As increasingly more Chinese kindergarten teachers attend continuing professional development (CPD) based on pedagogies of international early childhood education and care (ECEC), it is imperative to explore how to address the well-documented rhetori... Read More about Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach.
Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China (2021)
Journal Article
Song, J., Chu, Z., & Xu, Y. (2021). Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China. Higher Education, 82(2), 255-272. https://doi.org/10.1007/s10734-020-00642-yCreating world-class universities (WCUs) has recently become a significant policy and practice in higher education in China under the Double World-Class Project. However, some negative effects have encouraged decoupling from the policy goals. To iden... Read More about Policy decoupling in strategic response to the double world-class project: evidence from elite universities in China.
Engaging diversities in a changing world: a statement from the new editors of Children & Society (2021)
Journal Article
Berriman, L., Bhana, D., Crafter, S., Robb, M., & Xu, Y. (2021). Engaging diversities in a changing world: a statement from the new editors of Children & Society. Children & Society, 35(1), 1-2. https://doi.org/10.1111/chso.12427
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
Xu, Y., Brooks, C., Gao, J., & Kitto, E. (2020). From Global to Local: How Can International 0-3 Curriculum Frameworks Inform the Development of 0-3 Care and Education Guidelines in China?. UCL Institute of Education, Centre for Teacher and Early Years Education
What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses (2020)
Report
Gao, J., Brooks, C., Xu, Y., & Kitto, E. (2020). What Makes an Effective Early Childhood Parenting Programme: a Systematic Review of Reviews and Meta analyses. UCL Institute of Education, Centre for Teacher and Early Years EducationThe 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.
Beliefs and attributions: Insider accounts of men’s place in early childhood education and care (2020)
Journal Article
Sullivan, V., Coles, L., Xu, Y., Perales, F., & Thorpe, K. (2020). Beliefs and attributions: Insider accounts of men’s place in early childhood education and care. Contemporary Issues in Early Childhood, 21(2), 126-137. https://doi.org/10.1177/1463949120929462Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more th... Read More about Beliefs and attributions: Insider accounts of men’s place in early childhood education and care.
One child policy, China (2020)
Book Chapter
Xu, Y., & Woodyer, T. (2020). One child policy, China. In D. T. Cook (Ed.), The SAGE Encyclopedia of Children and Childhood Studies. SAGE Publications. https://doi.org/10.4135/9781529714388.n426China’s one-child policy is renowned as the most aggressive and comprehensive population policy in the world. Introduced in China in 1979 at a time of high labour surplus, unemployment, and poverty, the policy sought to minimise the negative effects... Read More about One child policy, China.
Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children (2020)
Journal Article
Xu, Y. (2020). Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children. Children & Society, 34(5), 354-370. https://doi.org/10.1111/chso.12371This paper responds to concerns over the assumed ‘feminisation’ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children... Read More about Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children.
Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC) (2020)
Journal Article
Xu, Y., Warin, J., & Robb, M. (2020). Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC). Early Years, 40(1), 1-4. https://doi.org/10.1080/09575146.2020.1728077
Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China (2019)
Journal Article
Xu, Y. (2020). Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China. Early Years, 40(1), 109-124. https://doi.org/10.1080/09575146.2019.1683816This paper discusses whether practitioners’ gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men’s participation can improve gender diversity in EYEC. It draws on po... Read More about Gender-diverse practitioners in early years education and care (EYEC): a cross-cultural study of Scotland, Hong Kong, and Mainland China.
From Theories to Practicalities: Doing Cross-Cultural Research Fieldwork in Early Childhood Education & Care (ECEC) (2019)
Book Chapter
Xu, Y. (2019). From Theories to Practicalities: Doing Cross-Cultural Research Fieldwork in Early Childhood Education & Care (ECEC). In K. Kuen Tsang, D. Liu, & Y. Hong (Eds.), . Springer Singapore. https://doi.org/10.1007/978-981-13-5811-1_8Doing qualitative research in the field of social sciences can be both exciting and challenging. On the one hand, it enables researchers to look at issues that surround our social life in fresh and enlightening ways; on the other hand, naive qualitat... Read More about From Theories to Practicalities: Doing Cross-Cultural Research Fieldwork in Early Childhood Education & Care (ECEC).
An exploratory study of gender and male teachers in early childhood education and care centres in China (2017)
Journal Article
Xu, Y., & Waniganayake, M. (2018). An exploratory study of gender and male teachers in early childhood education and care centres in China. Compare: A Journal of Comparative and International Education, 48(4), 518-534. https://doi.org/10.1080/03057925.2017.1318355This paper explores the impact of gender on the employment of men in early childhood education and care (ECEC) centres through the voices of male and female early childhood teachers (ECTs) working in China. Gender imbalance in the ECEC workforce is a... Read More about An exploratory study of gender and male teachers in early childhood education and care centres in China.