Unpacking neoliberal policies: Interrupting the global and local production of the norms Early Childhood Education and Care (ECEC) has been constructed as a new site for educational, sociocultural, political, and economic investment. Coupled with such a growing and popular recognition of ECEC as a significant period of children's learning and development are critical issues concerning accountability, affordability, and accessibility to quality education and care for all. Highlighting the preschool education systems in Taiwan and Hong Kong as two examples from Asia, this paper aims to open up a discursive space for reconceptualizing the effects of neoliberal discourse and how such a system of reasoning reconstructed notions of inclusion/exclusion to limit the making of quality education and the provision of care for all.
[Copyright of Journal of Pedagogy is the property of Faculty of Education, Trnava University / Centre for Research in Education, Slovak Academy of Sciences.
Access via Directory of Open Access Journals: http://www.degruyter.com/view/j/jped]

Commonalities and distinctions in Hong Kong-Chinese and German kindergarten teachers' conceptions of play and learning were examined. Six video clips of play episodes reflecting common play behavior and themes were selected from observations made during free play in two kindergartens in Hong Kong and two in Germany. Ten Chinese and seven German teachers viewed clips of children in their own and the other culture in small groups, participated in a semi-structured group discussion, and completed questionnaires, respectively. Results indicated that teachers in the two contexts had different views on the role of play in curriculum, teacher intervention during children's play, and learning objectives in play. These differences may be a function of different ecological environments and preset learning objectives. Findings suggest that teachers' cultural beliefs about play and learning are translated into actions (play arrangements) which, in turn, influence children's play behavior.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1350293X.2011.623511]

Children's interest in exploration is the hallmark of their curiosity. As people who are significant in organising children's environment, how teachers and parents respond to children's exploratory behaviours may promote or hinder the child's desire for further investigation. With reference to Kurt Lewin's concept of 'total situation', various hypothetical scenarios on children's exploratory behaviours in different contexts were designed to solicit teachers' and parents' interpretation of the behaviour, how they might respond in the situation and the rationale behind their response. The findings indicated that the decision of adults in allowing children to explore is influenced by a combination of child, adult and situational factors.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430802181965]

This thesis explores the relationship between preschools and children's gender socialization in Hong Kong and Japan, focusing on three major enquiries: Firstly, I examine to what extent preschools influence the gender behavior of children; secondly, I am intrigued by how children's gender roles and behaviors are modeled by preschool organization, interaction between teachers and children as well as play among children themselves; my discussion is mainly based on Delamont's (1990) and Thome's (1993) two different approaches to the important role of school in gender socialization; lastly, I have investigated whether there are any similarities and differences in the gender socialization process in Hong Kong and Japan. The data come from ethnographic observations in four kindergartens (two in Hong Kong and two in Japan) and in-depth interviews conducted with 55 parents (24 from Hong Kong and 31 from Japan) and 28 teachers (12 in Hong Kong and 16 in Japan).
My argument is that kindergarten is a significant amplifier of gender socialization. Gender construction in the kindergartens observed was an ongoing, active and creative process that took place chiefly through interaction in group life, whereby children communicate and interact, challenge each other, and create new gender interpretations every day. Regarding the study of children's gender socialization in kindergartens, I found that Delamont neglected to note that teachers not only created gender separation but also were able to reduce children's gender differences, and I also partially agreed with her argument about the huge influence of school organization and of teachers' strategies and interaction on children's gender behavior. While my findings supported Thome's emphasis on the active creation of gender by children, I also want to highlight the fact that socialization is a mutual and interactive relationship. My data substantiated my argument that gender is also highly related to other factors such as age, friendship

This thesis investigated the process of gender construction in kindergartens by considering the unique roles of different socialization agents. Participants were 40 4-year-old Hong Kong Chinese children (21 girls and 19 boys) enrolled in four local kindergartens and their four female teachers. Over a period of ten months, 105 visits to these kindergartens were made and 235 hours of systematic observations focusing on social interactions among the target children, their teachers and their peers were analyzed. Participants were also interviewed, in individual sessions, to discern their personal theories about gender. Transcripts of observation and interview data were subject to systematic content analysis and the lens of gender was used to frame interpretations of these data. Descriptive codes, generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized and led to the identification of three major themes. These were "Gendered Preschool Routines", "Perpetuation of Gender Stereotypes" and "Self-Censuring". Teachers were responsible for preschool routines, and both teachers and children upheld gender stereotypes while children monitored their own behavior when they feared they would be chastised by their peers for behavior which may be considered gender inappropriate.
Transcripts of observation and interview data were subject to systematic content analysis and the lens of gender was used to frame interpretations of these data. Descriptive codes, generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized and led to the identification of three major themes. These were "Gendered Preschool Routines", "Perpetuation of Gender Stereotypes" and "Self-Censuring". Teachers were responsible for preschool routines, and both teachers and children upheld gender stereotypes while children monitored their own behavior when they feared they would be chastised by their peers for behavior which may be considered gender inappropriate