A Literature Review of Teaching Efficacy in Preschool Education in China

Abstract

The present study conducts a comprehensive literature review of the effectiveness of teaching in early childhood education within the context of China. The review centers on the historical development of preschool education in China and globally. Additionally, it includes a broad literature review of preschool educators, their optimistic beliefs, teaching efficacy, positive thinking, gratitude, and emotional commitment. This literature review investigates the evolution of preschool education curricula in China over time. The theoretical framework is grounded in the self-efficacy theory and social cognitive theory. It comprehensively examines factors such as optimistic belief, positive thinking, gratitude, emotional commitment, and teaching efficacy through a detailed review of each term. Broadly speaking, this literature review offers significant perspectives on the determinants that impact the effectiveness of pedagogy in early childhood education.