Cooperative Preschool Education in Ethnic China: Ulanqab Case Study

Authors

• Yu Dong, Faculty of Management, Multimedia University, Selangor, Malaysia / Jining Normal University, Ulanqab, China
• Siow-Hooi Tan, Faculty of Management, Multimedia University, Selangor, Malaysia
• Hway-Boon Ong, Nottingham Business School, University of Nottingham Malaysia, Selangor, Malaysia

Corresponding Author ORCID Identifer

Yu Dong https://orcid.org/0009-0000-1623-3827

Document Type

Research

Abstract

The integrated education of family, kindergarten, and community is crucial for children’s development. However, in China’s ethnic regions, preschool education faces significant shortcomings, with limited community involvement and consideration of ethnic characteristics. This study aims to address these gaps by proposing a conceptual framework tailored for ethnic areas, focusing on the Ulanqab region. Drawing on domestic and international research, we develop a model comprising family, preschool, and community inputs, emphasising the importance of community participation. The model includes educational inputs, educational processes, and target outcomes, with the goal of improving preschool education quality. Through this research, we seek to understand the effectiveness of preschool education in ethnic areas and provide insights for creating a high-quality education system benefiting all children.

Keywords

Framework, Preschool Education, Cooperative Education, Family-Preschool-Community Cooperation, Ethnic Areas, Ulanqab City

Cite This Article

Dong, Y., Tan, S.-H., & Ong, H.-B. (2024). Cooperative Preschool Education in Ethnic China: Ulanqab Case Study. International Journal of Management, Finance and Accounting, 5(2), 230–250. https://doi.org/10.33093/ijomfa.2024.5.2.9

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.