Alur, M., & Rioux, M. (2003). Included. Mumbai, India: UNICEF, CIDA, The Spastic Society of India.
Bai A., Luo, X., & Yin, X. (2004). Problems existing in kindergarten teacher continuing training and their solutions. Continuing Education, 8.
Bowman, B., Donovan, M., & Burns, M. (Eds.). (2001). Eager to learn: Educating our preschoolers, committee on early childhood pedagogy, commission on behavioral and social sciences and education. National Research Council, National Academy Press, Washington, DC.
Dai, Y. (2009). Health and safety of children in China. World Bank commissioned study for this policy note. Mimeo.
Deng, M., & Harris, K. (2008). Meeting the needs of students with disabilities in general education classrooms in China. Teacher Education and Special Education, 31(3), 195-207.
Educational Statistics Yearbook of China. (2015). Beijing.
Forget-Dubois, N., Lemelin, J., Boivin, M., Dionne, G., Seguin, J., Vitaro, F., & Tremblay, R. (2007). Predicting early school achievement with the EDI: A longitudinal population-Based study. Early Education and Development, 18(3), 405-426.
Heckman, J. (2000). Policies to foster human capital. Research in Economics, 54(1), 3-56.
Hu, B., Leong, S., & Li. (2015) Why is group teaching so important to Chinese children's development? Australian Journal of Early Childhood, 40(1), 4-12.
Hu, B., & Szente, J. (2010). An introduction to Chinese early childhood inclusion. International Journal of Early Childhood Education, 42, 59-66.
Mattick, I., & Perkins, F. J. (2005). Guidelines for observation and assessment: An approach to evaluating the learning environment of a day care center. Day Care and Child Development Council of America, Inc., Washington, DC.
Ministry of Education (MOE) and National Bureau of Statistics (NBS). 2010. China educational finance statistical year book 2009. Beijing: China Statistics Press.
Organization for Educational Development. Education at a glance 2010: OECD indicators. OECD.
Pan, Y., Liu, Y., & Lau, E. (2010). Evaluation of the kindergarten quality rating system in Beijing. Early Education and Development, 2(2), 186-204.
Pang, Y., & Richey, D. (2006). The development of special education in China. International Journal of Special Education, 21(1), 77-85.
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.
Schweinhart, L. J. (2007). Outcomes of the High/Scope Perry preschool study and Michigan school readiness program in early child development from measurement to action: A priority for growth and equity, M. E. Young (Ed.), International Bank for Reconstruction/World Bank, Washington, DC.
Sparling, J., Ramey, C. T., & Ramey, S. L. (2007). The abecedarian experience in early child development from measurement to action: A priority for growth and equity, M. E. Young (Ed.), International Bank for Reconstruction/World Bank, Washington, DC.
Wang F. (2006). Problems of current private kindergartens and their countermeasures: Case study of M city, N provinces. Education Introductory Journal, 8, 1-10.
Yao, B., & Xie, Y. (2004). Thought on current situation of kindergarten teachers in rural areas, KidEducation, 7-8.
Zhang, Y. (2012). Working report in the second board meeting of JiLin scientific childhood education. New Vision of Early Childhood Education, 1, 4-7.
Zhao, L., & Hu, X. (2008). The development of early childhood education in rural areas in China. Early Years: An International Journal of Research and Development, 28(2), 197-209.
Zhou, X. (2011). Early childhood education policy development in China. International Journal of Child Care and Education, 5(1), 29-39.