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The purpose of this study was to investigate current Chinese preschool teachers' use of behavior management (BM) strategies in preschool classrooms during the challenging juncture of routine care and their impact on children's behavior performances, as well as the features of high-quality BM. Using a stratified, random sampling procedure from data collected as part of a large, longitudinal study in the Guangdong province of China, 37 teachers agreed to participate. While preschools from high to low SES were invited, 18 teachers in high SES and 19 teachers in low SES regions provided consent to participate, resulting in a total sample of 37 teachers. Both quantitative methods and descriptive statistics were employed through CLASS to analyze teachers' use of BM strategies and possible associations with children's behavioral performances. Findings showed that teachers generally missed opportunities to use high-quality strategies. Features of strategies were identified in this study that were used only to control children's behaviors and to elicit children's situational compliance instead of eliciting their receptive compliance. Results also revealed that most Chinese preschools were generally highly controlled environments. Realizing the need for children in preschool classrooms to establish early and positive behavioral habits as imperative, the results of this study point to necessary professional development to become more intentional in using effective behavior management strategies, such as clear behavioral expectations, proactive strategies, and correction of misbehavior, during routine care activities to meet children's behavioral needs and encourage receptive compliance.

Research shows that effective and high-quality instructional coaching that targets teacher-child interactions can improve the classroom quality, increase teacher job satisfaction, reduce attrition, and even improve young children's development, such as social emotional development, and literacy skills. Coaches likely develop and sharpen their communication, leadership, coaching, and reflective skills, as well as their sense of professional identity over time. Thus, the current study uses data gathered from instructional coaches and their preservice teachers (PSTs) during their internships to explore (1) the dynamic process of how coaches develop their professional competency in an empirically validated coaching program, and (2) the elements of high-quality, effective coaching with PSTs. After analyzing transcriptions of two interviews with 11 instructional coaches, four themes were found that supported the MMCI Coach's Professional Competency Development: Deepened understanding of the Teaching through Interactions Framework, Increased sense of professional identity, Sharpened coaching skills, and Enhanced mentor--mentee relationships.

The purpose of the present study was to examine the association between Chinese preschool children's home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children's formal and informal math ability, while number application activities positively predicted young children's informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children's math learning at home.

Much research on brainstorming has found that the power of a team can stimulate individual creativity, and that this influence is more prominent in computer-mediated online interactions. However, creativity appears to depend on the outcome of combining certain environmental factors with certain kinds of Individual characteristics. Two experiments using electronic brainstorming were conducted in this study to examine the creative performance of individuals with different cognitive styles in several creative fields and with various environmental cues. Overall, it was found that cognitive styles significantly affected the creativity of individuals. Creative performances of individuals with field-independent cognitive styles were more stable than those of individuals with field-dependent cognitive styles. However, the appearance of environmental cues reversed this particular effect. When cues were present, there were no significant differences between the creativity of field-dependent and field-independent individuals. The findings provide empirical evidence for improving the creativity of field-dependent individuals and have significant implications for education and talent cultivation.

Research Findings: This study explores how Chinese preschool teachers' enactment of Concept Development (CD) strategies, as measured by the Classroom Assessment Scoring System (CLASS), might effectively elicit children's higher-order thinking during whole-group science teaching. Participants included 25 Chinese preschool teachers and 800 young children (52% boys, mean age = 61.71 months). Research assistants observed and videotaped whole-group science activities (approximately 20-minutes) implemented by participating teachers. Each of the 25 videotape transcripts of whole-group science activities were analyzed and coded by two certified CLASS raters for 12 CD teaching strategies and their children's corresponding responses. Statistical analysis revealed that, in these 25 science lessons, CD strategies were observed a total of 567 times, with the most frequently used strategy being Asking why and/or how questions (23.81%). Teachers' educational levels, SES regions, and children's age groups were positively associated with the occurrence of Asking why and/or how questions. In the 567 times that CD strategies were utilized, 25.22% elicited responses from children were coded as high-level responses. The frequency of why and/or how questions, problem solving, evaluation, and brainstorming had positive correlations with children's high-level cognitive responses ratios. Qualitative analysis revealed that teachers' ineffective use of CD strategies appeared related to inadequate wait time, lower level questions, and lack of intentionality regarding children's prior knowledge and experiences. Practice or Policy: Teachers need extensive training and practice in enacting CD strategies through effective teacher-child interactions during science teaching, so as to strengthen children's science concepts and promote children's higher-order thinking.

Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD identifies 12 specific cognitive strategies, grouped into four organizing indicators, and include analysis and reasoning, creating, integration, and connections to the real world. Results showed: (1) Chinese teachers rarely used strategies such as "connecting concepts," "integrating with previous knowledge," and "real-world applications"; (2) Over half of teachers' CD strategies failed to facilitate children's higher-order thinking. When teachers used "clarification/comparison" and "brainstorming" strategies, however, was positively associated with children's displaying high-level cognitive processes. Practice or Policy: Findings shed light on the need to promote effective CD strategies during math instruction for preschoolers and have implications for teachers' professional development.

Many prior studies have shown that teachers' child-centered beliefs are positively associated with children's literacy development, but the mechanism driving this association is not well understood. The aim of the study was to examine whether teachers' responsive teaching, a general factor of teacher-child interactions, served as a mediator between teachers' beliefs about children and children's literacy outcomes. A sample of 656 4-year old preschool children and their 59 head teachers was recruited. Children's literacy assessments were conducted at baseline and six months later. The quality of responsive teaching was measured by the Classroom Assessment Scoring System (CLASS) near the baseline time point. Results from structural equation modeling indicated that the effects of teachers' child-centered beliefs on children's literacy development were fully mediated by responsive teaching. The finding offers insights into classroom practices and teacher training.

This investigation of how Chinese preschool teachers use feedback strategies as part of Initiation, Response, and Feedback (IRF) sequences during whole-group science lessons can inform current practice. Using quantitative and qualitative data analysis, this study examined 28 videos of preschool science lessons from three regions representing above average, average, and below average levels of economic development in a southern province of China. Videotape transcriptions were coded by two trained raters using the 12 feedback strategies, offered within Classroom Assessment Scoring System (CLASS) and categorized as either Affirmation/Correction-Direct Instruction (ACDI) or Extension by Responsive Questioning (EbRQ). Among the ACDI strategies, "Specific feedback" was most frequently used. In the EbRQ category, "Follow-up questions," "Back-and-forth exchanges," and "Teacher persistence" were the most frequently used strategies, with "Asking students to explain thinking" and "Back-and-forth exchanges" shown to elicit higher-order thinking more frequently. Further feedback analysis revealed teachers' lack of contextual authenticity and insufficient leveraging of prior experiences, or of science content knowledge. Also, weak questioning skills (i.e., open-ended questions and/or higher-order questions) were related to teachers' ineffective use of feedback strategies. The results suggested that feedback matters and that teachers need to pay more attention to feedback strategies. Conclusions and critical pedagogical implications related to providing feedback for improving preschool teacher education and professional development are also offered.

The present research examined the effects of family-related factors on how parents perceive and choose physical activities that stimulate their children's physical fitness and motor development. Using the random sampling approach, a total of 284 4- to 5-year-old children (n = 147 boys; n = 137 girls) were included in the sample. These children's physical fitness [measured by the "Manual of National Physical Fitness Evaluation Standard" (China's Department of General Administration Buren of Sport, [Chinese character(s) omitted]) [The manual of national physical fitness evaluation standard-child version], People's Sports Press, 2003)], large and fine motor development [measured by the "Movement Assessment Battery for Children-Second Edition" (Henderson et al., Movement assessment battery for children-2: Movement ABC-2: Examiner's manual, Pearson, 2007)], and their parents' attitudes toward physical activities [measured using the items of "Parental Attitude toward Physical Activities scale" (Wen, T. (2011). [Chinese character(s) omitted] [An investigation research on current situation and reform of physical education in kindergarten]. Master dissertation. Inner Mongolia Normal University)] were assessed. The results showed that parental attitudes positively predicted the performance of two-feet jumping in the physical fitness measurement and negatively predicted the performance of post coins by non-dominant hand in the motor ability test. Children who participated in both competitive and leisure physical activity showed significantly higher scores on the motor ability test than children who only participated in leisure physical activity. The child who participated in both types of physical activity scored significantly higher in tennis ball throwing, catching bean bag, and jumping on mats test. Children who participated in competitive physical activity showed significantly higher scores in tennis ball throwing and jumping on mats. This study provided evidence that family-related factors (e.g., parental attitude towards physical activities and children's participation in activities) stimulate their children's physical fitness and motor development among Chinese preschool children. Discussions and implications of the findings about how to provide support for children's physical fitness and motor development, such as providing children more time for physical activities and more kinds of activities, were included.

This study used a cross-lagged design to examine the longitudinal relations between teacher-child conflict and children's problem behavior during the preschool years based on a stratified sample of 515 Chinese preschool children. Children's problem behavior was reported by parents, and teachers rated their levels of conflict with children. Results showed that children's externalizing problems and hyperactivity/inattention had unidirectional effects on teacher-child conflict during some of the time points, supporting the child-driven model. However, teacher-child conflict had unidirectional effects on children's bullying problems, supporting the relationship-driven model. No transactional associations were found between children's behavioral problems and teacher-child conflict. The findings suggest that the nature of the relations between teacher-child conflict and children's problem behavior depends on the specific types of behavior under consideration. To promote Chinese preschool children's social-emotional functioning, teacher preparation and professional development programs should provide teachers with strategies to build quality relationships with children and manage children's problem behavior effectively. Impact Statement: (1) Preschool children's externalizing problems and hyperactivity/inattention had unidirectional effects on teacher-child conflict in a Chinese context; (2) Teacher-child conflict had unidirectional effects on children's bullying problems; and (3) The relations between teacher-child conflict and children's problem behavior vary depending on the specific types of behavior under consideration.

Research Findings: Provision for Learning (PFL) is a composite of indicators reflecting the structural quality of Early Childhood Education (ECE) classrooms such as physical environment, materials, and daily schedule. This study explored profiles of PFL among 118 Chinese rural preschool classrooms based on Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities (ACT) subscales in CECERS. We further examined whether profiles of PFL, as measured through a salient combination of CECERS dimensions, were associated with the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System (CLASS), as well as years of teaching, levels of education, and teacher salaries. The sampled classrooms were randomly selected from D County in Heibei province, North China. Using a Latent Profile Analysis (LPA) approach, three profiles emerged: (1) High-quality PFL classrooms (8.4%), (2) Mid quality PFL classrooms (49.0%), and (3) Low PFL classrooms (42.6%). Also, the three profiles successfully differentiated the quality of teacher-child interactions, especially the quality of Emotional Support and Instructional Support. Teacher salaries, rather than years of teaching experience or levels of education, differentiated across the three profiles. Practice or Policy: In light of the Chinese rural context, this study informs ECE professionals and policymakers that to improve ECE structural and process quality, investments toward Provision for Learning are worthwhile in order to raise the quality of teacher-child interactions.

This study examined the moral discourse of 79 dyads of Taiwanese parents and children during shared storybook readings and the associations with children's cognitive and affective moral attributions. This study involved four- to six-year-old children who participated in a receptive language test and a moral reasoning task. Their responses were analyzed to determine the levels of moral reasoning including both their cognitive moral judgment and their affective attribution. After the tests, the parent-child dyads participated in shared storybook reading sessions using two moral-related storybooks. The utterances of the parents and their children were recorded and coded to analyze how they described, discussed, and evaluated moral experiences engendered by the story's protagonist. Study results show that parents' dominant type of moral discourse was teaching an expected moral behavior to the child, followed by a moral evaluation of the child's personality. When discussing the protagonist's moral experience, parents produced more extended descriptions and explanations to discuss their children's own experiences. Aligning with the emerging integrated cognition-emotion perspective in moral development research, hierarchical regression analysis results showed that the parents' moral discourse that was explanatory and extended to the child's own experiences was associated with the child's moral reasoning levels of affective attribution, even when controlled for age and language ability. Based on this Taiwanese sample, the findings of this study contribute to the literature on parental discourse and moral development in young children.

This study aimed to identify profiles of young children's early home environment and explore their association with development in motor, inhibitory control, language, and emotional competence skills. The sample included 2,158 children (51.4% male), 35.47 months old on average. Four home environment profiles emerged: high support and high discipline (HS-HD), high support and low discipline (HS-LD), average support and average discipline (AS-AD), and low support and low discipline (LS-LD). Notably, children from higher socioeconomic status (SES) families were more likely to be associated with HS-HD and HS-LD profiles. Girls exhibited a higher likelihood of belonging to the HS-LD profile. Utilizing regression analyses, children showed the highest motor, inhibitory control, language, and emotional competence development when they were in the HS-LD home environment profile. A concerning finding is that high discipline from parents was negatively associated with children's development, despite providing a high-quality physical environment. The text highlights the positive implications of providing a high-quality home learning environment and offers constructive recommendations for improving practice and future research. [ABSTRACT FROM AUTHOR]

Due to the rapid sociocultural changes in China, Chinese parents' childrearing beliefs and practices have undergone dramatic transformations. Against this context, this study examined whether Chinese parents' endorsement of progressive and traditional childrearing beliefs would predict children's academic achievement, as well as whether parenting practices would mediate this association. This study utilized a longitudinal design and followed 206 Chinese families for 2 years from the end of preschool to Grade 2. Parents showed greater endorsement of progressive than traditional childrearing beliefs, as well as higher use of authoritative than authoritarian parenting practices. Parents' childrearing beliefs in preschool predicted children's math achievement in Grade 2 via authoritative parenting. However, parenting beliefs were unrelated to authoritarian parenting, and authoritarian parenting did not predict any of the child academic outcomes in Grade 2. The findings suggest Chinese parents' orientations toward progressive parenting beliefs and authoritative parenting practices. They also highlight the utility of parenting beliefs in explaining disparities in early academic achievement. The nonsignificant findings pertinent to authoritarian parenting call for re‐examination of the cultural meaning and effects of authoritarian parenting in Chinese society. [ABSTRACT FROM AUTHOR]

Research Findings: This longitudinal study examined how teacher-child interaction quality related to growth in children's approaches to learning (ATL), measured by Competence Motivation Learning Strategies, and Attention and Persistence, in a stratified random sample of 607 Chinese children. Data on classroom teacher-child interaction quality (three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and Instructional Support) and ATL were collected three times (T1, T2, and T3) across the three years of preschool. The influence of teacher-child interaction quality on children's ATL was examined by using piecewise growth curve modeling. Findings showed that Emotional Support was significantly positively related to children's growth of Attention and Persistence in the kindergarten year; Classroom Organization negatively predicted children's growth of Competence Motivation and Attention and Persistence; however Instructional Support, showed no correlation with growth of any measured learning behavior. Practice or Policy: Findings are discussed within the sociocultural context of Chinese early childhood classrooms, including limitations and future research directions.

Research Findings: This study employed multiple approaches to examine the stability of teacher--child interaction quality in Chinese preschools. Teacher-child interaction quality was measured using the "Classroom Assessment Scoring System" (CLASS) on five observational cycles within a school day. Several different metrics of stability were examined: (1) standard deviation; (2) correlation; (3) measurement invariance; (4) mean-level change, and (5) state-trait framework. Overall, results suggested that children in Chinese classrooms experienced the same facets of quality as measured by the CLASS as has been found in other countries. Furthermore, results indicated consistent quality levels of Emotional Support and Classroom Organization, and relatively inconsistent quality levels of Instructional Support within a school day. Practice or Policy: Building on previous work, this study contributed to the field by enhancing our understanding related to the dynamics of within-day variability of teacher-child interaction quality. Chinese teachers could benefit from evidence-based professional development guided by the CLASS framework. Tools such as the CLASS could be used to guide teachers to improve their instructional interactions in both quality level and stability.

This study (N=196) examined the extent to which the frequency of parent-child math activities in preschool was associated with children's developmental trajectories of math skills from preschool to primary school. Parents reported the frequency of their involvement in a variety of math activities with their preschool children. Children were tested individually on their formal (i.e., math knowledge that involves verbal or written symbolism, such as rote counting and written computation) and informal (i.e., object-based numeration and operations, such as number line concepts and object-based calculation) math skills from preschool to first grade. The results showed that the frequency of parent-child formal math activities, including number skill and book activities, was not associated with children's formal or informal math trajectories. In contrast, the frequency of informal math activities, including number game and application activities, was associated with formal math skill levels in preschool. More important, parental involvement in application activities in preschool significantly predicted the rate of growth in formal math skills through first grade. This predictive relation persisted after controlling for the other three types of math activities and other child- and family-level variables. The findings underscore the importance of early parent-child application activities in engendering possible long-term effects on children's math skill development.

Research on the screen time of young children and its relationship to their cognitive and social development is controversial. Based on a stratified, random sample of 579 five-year-old children in Guangdong, China, this study explores the relationship between the screen time of Chinese children and their cognitive and social development. Specifically, we assessed children's receptive vocabulary, math skills, executive functioning, science knowledge, and social skills in relationship to their active and passive screen times. Results indicate that the passive screen time of Chinese preschool children was negatively associated with their mathematics achievement, science performance, executive functioning, and social skills. Active screen time was positively associated with their receptive language skills and science knowledge. Additionally, the screen time of Chinese children in this study exceeded American Academy of Pediatrics recommendations, and boys, children in rural communities, and children in single-child households were especially vulnerable to the negative associations of screen time. Discussions of the findings and recommendations for policies and practice are included.

The study looked at early childhood education teachers' views on teaching science in China using the Preschool-Teachers' Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities.

This introductory qualitative study sought to explain American and Chinese-born mothers' personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children's mathematical learning through expectancy-value and attribution theories. The following eight themes were revealed from interview data with 11 mothers: (a) nature of math; (b) knowing math; (c) importance of math; (d) teaching math; (e) teacher competency; (f) parent competency; (g) parent as resource provider; and (h) parent as monitor/motivator. The authors argue that similarities and differences between American and Chinese-born mothers regarding their parental roles can be explained through the context of parental views of the importance of the subject and their involvement, through expectations for successful outcomes as a result of their involvement, and by feelings concerning the ability to control their children's successes. (Contains 3 tables.)

This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings generally supported the PLBS' three-factor structure (Competence Motivation, Learning Strategy, and Attention/Persistence) as used in the Chinese cultural context, and with minor adaptations, PLBS could be a psychometrically sound measure for assessing the learning behaviors of Chinese children.

The study explored the validity of the Social Skills Improvement System-Rating Scales (SSIS-RS) in a sample of over 4,000 preschool children (aged 3--5 years old) in China. Multiple approaches were used to examine the validity of SSIS-RS in the Chinese cultural context, including confirmatory factor analysis, convergent and discriminant validity evidence with external measures of learning and developmental outcomes, and internal consistency reliability estimates. The findings supported the SSIS-RS 7-factor structure (i.e., communication, cooperation, assertion, engagement, responsibility, empathy, and self-control) when applied in the Chinese context, and provided strong empirical evidence that SSIS-RS is a psychometrically sound measure for assessing the social skills of Chinese children. The latent profile analysis was used to provide a descriptive picture of the patterns of different social skills measured by SSIS-RS among Chinese preschool children. Four classes best described the social skills presentations of children in this study: Lowest Social Skills (14%), Relatively Low Social Skills (41%), Relatively High Social skills (35%), and Highest Social Skills (10%). Implications for intervention practice and future research are discussed.

This chapter addresses how child-, family-, and school-level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school- and classroom-level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

Research Findings: Growing international evidence points to high-quality teacher-child interactions in early learning environments as key contributors to children's learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of classroom teacher-child interaction quality on children's subsequent academic development in a sample of 3-year-old children in Chinese kindergartens. Utilizing a hierarchical linear modeling approach, we found that teacher-child interaction quality, especially the classroom organization domain, consistently predicted the development of children's early academic and cognitive skills. Practice or Policy: Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children's learning and development. Implications for policy and professional development are discussed.

Purpose: The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers' job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers' perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach: The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings: Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers' stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers' stress through the mediating role of teacher self-efficacy. Research limitations/implications: This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers' individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers' stress by improving teachers' professionalism. Originality/value: This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164 female preschool teachers aged 20--58 participated in this study. The analysis and discussions focus on four identified profiles of teachers: low-quality teachers (n = 9) characterised by lowest scores in both observational and self-reported TIQ; self-overestimated teachers (n = 59) with relatively low observed CLASS scores but high self-reported TIQ; self-underestimated teachers (n = 76) scoring relatively high in observed TIQ but low in self-assessed TIQ and low-level self-efficacy; and genuine high-quality teachers (n = 20) rated highest in both observational and self-reported TIQ. Findings on specific educational and psychological characteristics of the four profiles of teachers that we have identified through an LPA provide insights into teacher training in China.

This study aims to explore Chinese parents' understanding about the importance and feasibility of quality pre-school inclusion and how these beliefs are affected by their levels of education and the types of disabilities in the Chinese socio-cultural and policy contexts. Findings support parents are highly supportive of the philosophy of inclusion. Both groups of parents of children with and without disabilities have different expectations for what quality inclusion looks like in the six dimensions of inclusion except for professional development and resources. The higher the levels of education, the more likely regular parents agree on all six dimensions of inclusion. Finally, disability categories did not affect parents' beliefs. Parents of children with multiple disabilities expressed the greatest need for inclusion. Overall, parents' agreement with the important features of inclusion reflects a greater expectation for quality inclusion and policy-making to make this happen to all young children.