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Zhoujing

      

About

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  • Tel: 86-21-62232606
  • Fax: 86-21-52818432
  • Email: jzhou@spe.ecnu.edu.cnjzhouc@gmail.com
  • Office: 511 Tian Jia Bing BuildingEast China Normal University
  • Address: 511 Tian Jia Bing BuildingEast China Normal University3663 North Zhongshan Rd.Shanghai 200062, China

Education

WorkExperience

Resume

Other Appointments

 

Research Grants Held:
 

Language Development Process, China National Social Science Fund (1990 – 1995)

Literature Teaching in Chinese Kindergarten, Jiangsu Provincial Education Fund (1990 –1992)

Early Education for Hearing- impaired Children, ESEC Fund in USA (1992-1994)

Integrating Children with Special Needs into Regular Early Education Programs in China, UNICEF (1993-1995; 1995- 1996)

Teacher Training on Integrative Curriculum, UB Fund in USA(1994 - 1995 ; 1995 - 1996 ; 1996- 1997)

Language Development of Chinese Children, ESEC Fund in USA (1997-2000)

Pragmatic Development of Chinese children from 3-6 year old, National Philosophy and Social Science foundation of China (2001-2004)

Helping Children with Reading Difficulty, the Saving the Children Fund International (Hong Kong) (2001-2004)

Curriculum Development and Language Learning in Early Education Programs, Hsin-Yi foundation (Taiwan) (2004-2005)

Atypical Language Development and Chinese Database, National Philosophy and Social Science Foundation of China (2005-2007)

Cross-cultural Study on Child Development and Early Education between rural India and China, Hong Kong RGC (2005-2007)

Providing the Digital Curriculum Resources for Chinese Kindergartens, National Human and Social Science Foundation, Ministry of Education in China (2005-2008)

From Pictures to Prints: Early Reading and Literacy Development in Chinese Context, Key Research Project of National Human and Social Science Foundation, Ministry of Education in China (2007-2009).

Educational Reading Resource for Chinese Young Children, Hsin-Yi Foundation in Taiwan (2008-2010)

A Comparative Study on Early Education Policies: Directions and Development in the World, a part of the Key Research Project for 2020 Education Planning, Ministry of Education in China (2008-2009).

The Effectiveness of the Quality Review in Hong Kong Early Education, Hong Kong Education Department (2010-2011).

Reading and Literacy Development of Xinjiang Minority Young Children, Key Research Project of National Human and Social Science Foundation, Ministry of Education in China (2011-2014).

Scientific Language Learning through Picture Books: A New Direction of Reading and Literacy Teaching. Hsing-Yi Foundation in Taiwan (2012-2014).

The Validation,Finalization, and Adoption of the East Asia-Pacific Early Child Development Scales(EAP-ECDS), UNICEF (2013-2014).

Language Learning of Young Children in the Multicultural Society. The State Language Work Committee,China (2013-2015).

Attitudes and Experiences of English Learning by Chinese Kindergarten Children and their Parents in Rural and Urban Locations, The British Council ELTRP awardwith De Montfort University, (2014-2015).

 

Recent Publications:
Books    
 

Zhou, J. (Ed.). (2000). Language development and language Education, National Preschool Teacher Training text book, designed by China Ministry of Education, published in Nanjing Normal University Publishing Press, China.

So, L. & Zhou, J. (2001). Phonological test for Mandarin speaking children, Nanjing Normal University Publishing Press, China.

Zhou, J. & Zhao W. (Editors). (2002). Education for young children with special needs, National Preschool Teacher Training text book, designed by China Ministry of Education, published in Liao Ning Normal University Publishing Press, China.

Zhou, J. (2002). Pragmatic development of Chinese Young Children from 14 months to 32 months, NJ: Nanjing Normal University Publishing Press.

Zhou, J. & Yu, Z. Y. (2004). Language Learning and Teaching in Chinese Early Education Programs, BJ: People’s Education Press.

Zhou, J. (2005). Issues on 0-6 children language development), Shanghai: Science Publication.

Zhou, J (Ed.) (2007). Studies on Chinese Literacy development and early literacy teaching, Beijing: Education Science Publication.

Zhou, J. & Zhang, J. R. (2008). Language Studies of Chinese Speaking Children: Using CHILDES to do Child Language Study in Chinese Context, Beijing: Education Science Publication.

Zhou, J. (2009). Language teaching in Chinese Kindergartens, Beijing: People’s Education Publication.

Zhou, J. (2010). Research Development on Child Language Study (2010), Nanjing: Nanjing Normal University Press.

Zhou,J. (2012). Preschool Language Teaching, Beijing: People’s Education Publication.

Zhou, J. (Ed.) (2013). Directions and Development: A Comparative study on International Early Education Policies, Shanghai: East China Normal University Press

Rao, N. & Zhou, J. (Ed.)(in press). Early Childhood Education in Chinese Society, Springer.

Zhou, J. (2014). Key Experiences of Chinese Language Learning in Early years, Nanjing: Nanjing Normal University Press.

Zhou,J.(2015).The Kindergarten Language Education Resources,People's Education Press

 

 

        Articles:
 

Zhou, J. (2001). Eager to learn: new direction for educating young children? Chinese Journal of Education for Young Children, 4, 5-8.

Zhou, J. & Zhu, C. M. (2002).Going to same direction: a comparison of language teaching in China, Japan, UK and USA, Chinese Journal of Early Childhood Education, 3, 18-23.

Zhou, J. (2002). What does research on children’s pragmatic development tell us: the importance of learning to use language, Chinese Journal of Preschool Education Research, 3, 10-15.

Zhou, J. (2002). New points of language teaching in kindergartens, in Zhu, M. J. & Feng, X. X. (Editors).Understanding the National Guideline of Preschool Education, Jiangsu Education Publishing Group, pp 150-170.

Zhou, J. (2002). Starting out right: helping young children to be successful readers, Chinese Journal of Education for Young Children, 4, 10-14.

Zhou, J. (2002). The key to teach early reading: bring children up to be independent readers, Chinese Journal of Early Childhood Education, 5, 8-15.

Zhou, J. (2002). Educational goals for making successful readers, Chinese Journal of Early Childhood Education, 7, 16-20.

Zhou, J. (2002). Whole language teaching in Chinese kindergartens, Chinese Journal of Education for Young Children, 7-8, 25-30.

Zhou, J. (2003). Applying theory of Multiple Intelligence into ECE curriculum development, Chinese Journal of Education for Young Children, 1-2, 20-22, 30-32.

Zhou, J. (2003). The developing need of multicultural and autochthonous tendency in today’s ECE curriculum, Chinese Journal of Education for Young Children, 3, 15-20.

Zhou, J. & Fletcher, P. (2004).Learning to discuss in interaction with parents: the communicative act development of young Chinese children, Journal of Pragmatics, Vol. (in press), Amsterdam : Elsevier.

Rao, N. & Zhou, J. (2004). Taking a multicultural perspective on development of early education, journal of Early Education Research, Vol. 8, 3-5.

Zhou, J. (2004). From booking reading to dramatic play: a multiple-way approach in literacy learning, Journal of Children and Drama, Vol. 11, 8-10.

Zhou, J. (2004). Reviewing of English teaching in kindergartens in Chinese contexts , Journal of Early Education Research, Vol. 12, 8-12.

Zhou, J. (2005).Theoretical issues in early literacy development in Chinese education contexts,Journal of Early Education Research, Vol. 1, 20-24.

Zhou, J. (2005). Learning to read in the creative reading, Journal of Preschool Education of Taiwan, Vol. 1, 5-8.

Zhou, J. (2005). How Chinese young children eager to learn through learn to read, Journal of Early Education, Vol. 1, 20-30.

Zhou, J. (2005). Why literacy development not mean to recognizing and writing Chinese characters, Journal of Preschool Education of China,Vol. 2, 10-15.

Zhou J. (2005). The value of creative reading to young children, Journal of Early Education, Vol. 2, 15-19.

Zhou, J. (2005). Pragmatic development of Chinese children: 3-6 year old children learn to use language, in Pang, L. J. (ed.) Cultural transmission in early education, ZJ: Education Press pp.80-100.

Zhang, F.& Zhou, J.(2006). Research development on child narrative studies, Journal of Chinese Early Education, Vol. 6, 35-39, 2006.

Zhou, J. & Fletcher, P. (2006).Learning to Use Language in Interaction with Parents: the Communicative Act Development of Young Chinese Children, International Journal of Early Education Research, Vol. 2006, Japan.

Zhou, J, (2006). Transition from Prelinguistic to linguistic stage: acquisition of pragmatics of Chinese young children in early years, Journal of Psychological Science, Vol. 29, 1370-1375, No. 6, 2006

Zhou, J. & Zhu, C. (2006).Mother’s language using in reading time, Journal of Chinese Early Education, Vol. 9, 2006.

Snow, C. E. & Zhou, J.(2007). Preparing our teachers for teaching reading in early education classrooms, in Zhu, J. (Ed.) International Perspective of Early Education, pp214-227,East China Normal University Press.

Zhou, J. & Liu, Q. (2008) Early education in rural China: Thinking of child development and quality of ECE,Journal of Chinese Early Education, Vol. 9 , 2008.

Zhou, J. & Li, X.(2008). Using Growth Model method in research of Child language study, Journal of Chinese Special Education, Vol.3, 2008.

Zhou, J. & Li, X. (2008). Developmental Differentiation of Communicative Acts of Chinese Children in Preschool Years, Journal of Research in Ancient Chinese Language,Vol. 1, 139-149, 2008.

Zhou, J. , Chen, S. & Jin, L. (2009). Using Digital Resources for the ECE Curriculum in China: Current Needs and Future Development, Knowledge Management & E-Learning: An International Journal (KM&EL),Vol. No. 4, 2009.ISSN 2073-7904.

Zhou, J., Chen, S. & Guo, L. (2009). A comparative study on the recent international public investments on ECE, Journal of Global Education, Vol. 11, 65-72,2009.

Zhou, J. & Li, X. (2010). A Comparison ofthe Communicative Acts of Chinese Mothers in Interacting with Their Young Children, Journal of Psychological Science, 2010,33(2):478-481.

Chen,S.& Zhou,J. (2010).Creative writing strategies of young children: Evidence from a study of Chinese emergent writing.Thinking Skills and Creativity Volume 5, Issue 3, 2010 doi:10.1016/j.tsc.2010.09.002

Zhou, J. (2010). From Reading Picture to Reading Characters: Literacy Development of Chinese Young Children, Journal of China Special Education, 2010, 126 (12): 70-78.

Zhou, J. & Jin, L. (2012). Do educational backgrounds make a difference?: A comparative study on communicative acts of Chinese mothers in interacting with their young children, Journal of Chinese Language and Discourse 3:1 (2012), John Benjamins Publishing Company.

Li, L. Zhou, J. Liu, B. & Gao, X. (2012). Chinesepreschool children’scomprehension of a picture storybook, Journal of Chinese Language and Discourse 3:1 (2012), John Benjamins Publishing Company.

Rao, N., Sun, J., Zhou, J., & Zhang, L. (2012). Early achievement in rural China: The role of preschool experience. Early Childhood Research Quarterly, 27(1), 66-76. doi: 10.1016/j.ecresq.2011.07.001

Zhou, J.(2013),Pragmatic development of Mandarin-speaking young children: focus on communicative acts between children and their mothers, in Winskel, H. & Padakannaya, P. (Edit) South and Southeast Asian Psycholinguistics,PP 45-52. Cambridge University Press, ISBN 978-1-107-01776-4.

Zhou, J., Chen, S. Snow, C. E. & Uccelli, P. (2013). Academic language: the Development of an essential language skill for learners, Global Education, pp 75-81, Vol. 42, No. 12, 2013.

Zhou, J., Li, C., Du, L., Wang, F. & Chen, S. (2014). The development of Mandarin acquisition of Uygur children in bilingual preschools in Xinjiang, Journal of East China Normal University, pp 11-20, Vol 32, No. 123, 2014.

Zhou, J., Zhang, L., Min, L. & Chen, S. (2014). Development of bilingual vocabularies of Uygur children in Xinjiang, Journal of Xinjiang Normal University, PP 105-112, Vol. 35 No 6, 2014.

Research Fields

Undergraduate Courses:
Language Development
Language Assessment and Therapy
Curriculum Development in Chinese Preschools
Master Courses:
Using CHILDES to do Chinese Child Language Study
Doctoral Courses:
Child Language Learning in Multicultural Contexts
Cross-cultural Studies on Child Development and Early Education

Enrollment and Training

Course

Scientific Research

Academic Achievements

B.A. (1978) Department of Chinese‚ Nanjing Normal University‚ China
M.A. (1989) Department of Child Development‚ Connecticut College‚ USA
Ph.D. (2001) Department of Speech & Hearing Sciences‚ the University of Hong Kong

Honor

10 Visits

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