Exploring the notion of ‘group’ in Chinese children’s learning: a tri-partite focus

Abstract

The current focus on child-centred learning in the Chinese early childhood education sector is accompanied by calls to enhance children’s group experiences. Aims of the present study include understanding the meaning of ‘group’ in Chinese children’s learning, as well as the ways in which children experience groups in the social pedagogic contexts of their early childhood classrooms. Drawing on the tri-partite perspectives of Chinese preschool children, their parents and teachers, this qualitative study revealed that within and between these perspectives there were tensions as to how the notion of ‘group’ was valued in individual children’s learning. Findings indicated some consensus among the perspectives but they also highlighted the complexity and diversity inherent in the understandings of children’s learning. The study raises questions relating to the resources, opportunities and teaching approaches in children’s social pedagogic contexts.