TEACHERS’ PROFESSIONALISM WITH CHILDREN UNDER THREE YEARS OF AGE. A systematic literature review and implications for Chinese policymakers.

Abstract

The field of early childhood education and care is expanding rapidly in recent years. However, the relevant research and policy with a specific age focus on children who are under three years old remain extremely scarce. The neuroscience has proved that the very first years of experience play a critical role in children’s holistic development, even up until late adulthood. Many countries' policymakers have introduced various practical policies to serve this age of children better, including the Guidance opinions on promoting the development of childcare services for infants and toddlers under the age of three in China in the year 2019. This study has found three emerging themes from the 39 most relevant previous primary studies with a systematic literature review method, to give implications for Chinese policymakers for future infants’ and toddlers’ education and care in the context of China.