Table 2 Circumstances important for learning: responses from infant/toddler educators
From: Early childhood educator’ perspectives on how infants and toddlers learn: Australia and China
Australia | China | |||||
|---|---|---|---|---|---|---|
Rank | M | % | Rank | M | % | |
Participating in a variety of activities across the day | 1 | 1.21 | 78.8 | 1 | 1.63 | 53.7 |
Playing with other children | 2 | 1.53 | 48.5 | 5 | 1.80 | 44.4 |
Self-initiated activities | 3 | 1.70 | 48.5 | 2 | 1.72 | 51.9 |
Participating in activities with adults | 4 | 1.77 | 36.4 | 3 | 1.67 | 51.9 |
Seeing what other children do and say | 5 | 1.80 | 48.5 | 6 | 1.76 | 40.7 |
Seeing what adults do and say | 6 | 1.81 | 51.5 | 7 | 1.91 | 40.7 |
The child being absorbed in own interest | 7 | 1.84 | 51.5 | 8 | 2.22 | 25.9 |
Adults teaching by explanation and modelling | 8 | 1.84 | 45.5 | 4 | 1.85 | 46.3 |
Being challenged by adults | 9 | 1.87 | 27.3 | 9 | 2.26 | 24.1 |
The child being allowed to be left in peace and quiet | 10 | 2.60 | 18.2 | 10 | 2.54 | 11.1 |