Early technology education in China: A case study of Shanghai

Jiayi WENG, Hui LI

Research output: Contribution to journalArticlespeer-review

18 Citations (Scopus)


While Science, Technology, Engineering and Mathematics (STEM) education is increasingly valued in China, there is little research to understand how science, technology, engineering, and math are best integrated into early childhood education. This study aims to examine Chinese educators’ views and perspectives on early technology education–‘the missing T & E in early childhood’–in Shanghai, the largest and the most developed city in China. Altogether, 120 educators were surveyed, including kindergarten principals (N1 = 12), administrators (N2 = 11), and teachers (N3 = 97), and three were also interviewed individually. The results indicated that: (1) most of the Shanghai kindergarten teachers were not literate in information technology; (2) children’s development levels, teachers’ technological literacy, and limited resources were widely regarded as obstacles to early technology education; and (3) the technology curriculum and digital technology should be carefully designed to cater to young children’s needs. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)1574-1585
JournalEarly Child Development and Care
Issue number10
Early online dateNov 2018
Publication statusPublished - 2020


Weng, J., & Li, H. (2020). Early technology education in China: A case study of Shanghai. Early Child Development and Care, 190(10), 1574-1585. https://doi.org/10.1080/03004430.2018.1542383


  • Early childhood
  • STEM education
  • Technology


Dive into the research topics of 'Early technology education in China: A case study of Shanghai'. Together they form a unique fingerprint.