Table 3 Preconditions 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 | % | |
Educators are in active interaction with children and support them | 1 | 1.23 | 72.7 | 3 | 1.33 | 66.7 |
Children experience respect and security from adults | 2 | 1.28 | 75.8 | 1 | 1.17 | 83.3 |
Educators create conditions for children’s well-being | 3 | 1.38 | 69.7 | 4 | 1.37 | 66.7 |
There is good cooperation with parents | 4 | 1.56 | 54.5 | 2 | 1.33 | 72.2 |
Children must meet challenges adjusted to their level of development | 5 | 1.66 | 48.5 | 5 | 1.78 | 48.1 |
Children get many experiences | 6 | 1.67 | 63.6 | 7 | 1.98 | 42.6 |
Children’s own choices without adult intervention | 7 | 1.93 | 39.4 | 6 | 1.78 | 44.4 |