Working with Children in Families in the Chinese Culture

Working with Children in Families in the Chinese Culture:
Name of Student
Name of Institution

Abstract
Early childhood professionals in the Chinese culture work closely with children and their families in supporting the student’s education. The presentation effectively explores the three main forms of early childhood education in Chinese culture including the Nursery School, Kindergarten, and Pre-School program. Professionals are encouraged to integrate and collaborate with parents in ensuring that they provide the perfect care and education needed for them to be successful in life. The presentation explains the current developments that have an impact on the education sector, citing inadequate funds and decreased collaboration from the government providing necessary amenities such as equipment required for the student’s success. This presentation offers diverse approaches that must be considered by all early childhood professionals. It provides recommendations to guarantee that all disabled children’s access to quality education to acquire the necessary knowledge and skills to be successful in life.
Keywords: Early Childhood Professionals, Disabled Children, Chinese Culture, Students, Parents.

Educational reforms and curriculums in the current decade have become more “student-centered” and “child-focused.” Early childhood education professionals in Chinese culture have embarked on more educational training to acquire skills required to enable successful integration and acceptance of the disabled children in the society.

Teachers collaborate with parents to ensure that they understand the children and assist them to pursue their goals in life (Chiu et al., 2013). Children with disabilities encounter multiple challenges in achieving a successful language, social, emotional, and cognitive development. Early childhood educators in Chinese culture guarantee specialized and individualized early education to equip the disabled students with the necessary skills for a successful future.
Parents and teachers in the current century are actively involved in the child’s life, ensuring that they achieve exceptional success in their lives. A strong school-home relationship portrayed by the Chinese culture guarantees that parents and teachers overcome the disabilities affecting the children. The government has established institutions that provide excellent skills and experience to childhood professionals to ensure that they assist children to overcome their disability challenges and achieve success in future. Funds provided to institutions also assist with the purchase of school equipment, constructions, among other services (Chiu et al., 2013).
The current transformations and improvements in the early childhood sector have made it easy for teachers to equip the disabled children with necessary skills and education to be successful in the future. Research proves that individualized lessons provided to disabled children help to improve their mental, language, cognitive, social, and emotional abilities (Chiu et al., 2013). Major changes are still expected in the current education system, to ensure that early educators and professionals guarantee exceptional success for all disabled children in the society. Parents and teachers must collaborate to facilitate the success of all children.

ReferencesChiu, M. L., Yang, X., Wong, F. T., Li, J. H., & Li, J. (2013). Caregiving of children with intellectual disabilities in China – an examination of affiliate stigma and the cultural thesis. Journal Of Intellectual Disability Research, 57(12), 1117-1129. doi:10.1111/j.1365-2788.2012.01624.x