Conceptualization and Assessment of Key Competencies for Children in Preschools – A Case Study in Southwest China

This study explores the conceptualization and assessment of key competencies that children are expected to develop in three-year preschools (age 3-6) in China. Assessment of children development has been put into the central... [ view full abstract ]

This study explores the conceptualization and assessment of key competencies that children are expected to develop in three-year preschools (age 3-6) in China. Assessment of children development has been put into the central place of early childhood education quality evaluation system in China. In the global trend of defining and developing students’ key competencies in the 21^st century, to define and select key competencies for children in preschools are of great significance in that children’s competence development would lay a solid foundation for the future academic performance, even the lifelong learning path and social life, and that the conceptualization of children’s key competencies would lead to new education goals and objectives, curriculum and instruction strategies as well as quality evaluation standards in the early childhood education area. Based on sense making theory and framework, this study adopted multiple stakeholders’ perspectives and grass-root voices to conceptualize and operationalize key competencies for children in preschools in Southwest China. On the ground of children development theories, Chinese and international literature related to children development and key competencies, and current key competencies frameworks by UNESCO, OECD and other institutions and nations, the authors developed a checklist questionnaire, and a semi-structured interview survey. With the self-developed tools, the authors conducted a two-phase sequential mixed method study to address three main questions: (a) How is early childhood key competency defined? (b) What domains constitute the key competency framework for children in three-year preschools in China? (c) How should the key competencies been assessed? Rudimentary findings led to a key competency framework composed of 5 domains and 16 indicators, and showed that different stakeholders held consistent highlight on competencies in the "physical development and health domain" and consistent ignorance of "character domain" concerning children’s independency, self-regulations, social responsibilities. 

Key words: key competencies, child development, conceptualization, assessment