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Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China

Author

Listed:
  • Hui Li

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China
    Macquarie School of Education, Macquarie University, Sydney, NSW 2109, Australia)

  • Yong Jiang

    (Faculty of Education, East China Normal University, Shanghai 200062, China)

  • Xiumin Hong

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Li Luo

    (College of Preschool Education, Capital Normal University, Beijing 100048, China)

Abstract

Since the beginning of the 21st century, China has entered a period of extremely low fertility and rapid aging, which poses a serious threat to its sustainable development [...]

Suggested Citation

  • Hui Li & Yong Jiang & Xiumin Hong & Li Luo, 2023. "Special Issue: Sustainable Early Childhood Education for the Sustainable Development of Aging China," Sustainability, MDPI, vol. 15(11), pages 1-6, May.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8579-:d:1155424
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    References listed on IDEAS

    as
    1. Siyu Zhou & Xiaowei Li, 2022. "Developmental Trajectories of Symptom-Specific Anxiety in Chinese Preschoolers: The Role of Maternal Anxious Rearing Behaviors," Sustainability, MDPI, vol. 14(24), pages 1-11, December.
    2. Yingxin Chen & Huihua He & Yan Yang, 2023. "Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging," Sustainability, MDPI, vol. 15(6), pages 1-14, March.
    3. Qingru Duan & Yong Jiang & Yifang Wang & Chuchu Zheng & Jing Liu & Xin Liu, 2023. "Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale," Sustainability, MDPI, vol. 15(3), pages 1-20, January.
    4. Sha Xie & Luyao Liang & Hui Li, 2022. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models," Sustainability, MDPI, vol. 14(11), pages 1-14, June.
    5. Wei Wang & Luyao Liang & Jing Luo & Hui Li & Jing Tang, 2022. "Early Childhood Teachers’ Fertility Willingness under China’s ‘Third-Child’ Policy," Sustainability, MDPI, vol. 14(16), pages 1-18, August.
    6. Jin Shi & Haiping Xue & Chenchen Fang & Li Luo, 2022. "Can After-School Tutoring Sustainably Empower Preschoolers’ Development? —A Longitudinal Study," Sustainability, MDPI, vol. 14(16), pages 1-16, August.
    7. Xiumin Hong & Mei Wang, 2023. "The Challenge of Chinese Children’s Emotion Regulation: Child Number, Parental Emotion Regulation, and Its Relationship with Reactions to Children’s Negative Emotions," Sustainability, MDPI, vol. 15(4), pages 1-12, February.
    8. Xinxin Liu & Yong Jiang & Hui Li, 2022. "The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study," Sustainability, MDPI, vol. 14(10), pages 1-19, May.
    9. Li Li & Xue Lv & Yaqin Xi & Liping Guo, 2022. "Can Preschool Teachers’ Accurate Analysis of the Development Trajectories of Children’s Preconceptions Ensure Their Effective Response? Evidence from Situational Judgement Tests," Sustainability, MDPI, vol. 14(18), pages 1-16, September.
    10. Xiumin Hong & Jingyuan Wang & Wenting Zhu, 2022. "The Relationship between Childcare Services Participation and Parental Subjective Well-Being under China’s Three-Child Policy—Based on the Mediation Effect of Parenting Stress," Sustainability, MDPI, vol. 14(24), pages 1-18, December.
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