Selected excerpts from Curriculum Vitae Xin Zhou, Ed. D
Professor, Department of Early Childhood Education
School of Early Childhood & Special Education,
East China Normal University
Shanghai, 200062, China
Tel: 86-021-62238212 (O) Email: xzhou@pie.ecnu.edu.cn
Academic and Professional Qualifications
1979 - 1983
Nanjing Normal University, China , Early Childhood Education, B. ED.
1983 - 1986
Pacific Oaks College, U. S. A. , Human Development, M. A.
1994 - 2001
Boston University, U. S. A. , Early Childhood Education, Ed. D
Professional Experience
2006 - present
Vice president of OMEP China.
2004 - present
Professor, Early Childhood Education Dept., East China Normal University , China.
2001 - 2004
Associate professor, Early Childhood Education Dept., East China Normal University, China.
1996 - 1999
Assistant teacher, Early Childhood Learning Laboratory, School of Education , Boston University, USA.
1993
Visiting fellow, School of Education , Stanford University , USA.
1987 - 1992
Lecturer, director of Early Childhood Education Dept., Nanjing Normal University, China.
1984 - 1986
Teacher assistant, Early Childhood Education Dept., Nanjing Normal University, China.
1984
Student Teaching, the Demonstration Preschool Classroom , High/Scope Educational Research Foundation , USA.
Research Grants (2002-present)
Learning and development standards in cognitive domain for 3-6-year-olds (Shanghai
Government Philosophical & Social Research Fund).
A longitudinal study on preschool children’ representation and understanding of
written number symbols (Shanghai Government Philosophical & Social Research Fund).
A study on the social construction of children’s representation of written number
symbols (China National Education Science Foundation)
Parent-child interaction and the development of children’s number concept (Shanghai
Educational Research Fund).
Bridging, an assessment tool for teaching and learning in early childhood classroom
(Supported by Taiwan Xinyi Foundation)
The application of ICT in family gender education (supported by UNSCO).
Books & Chapters
Zhou, X. (2007). Early Childhood Education in China. In Rebecca S. New &
Moncrieff Cochran (Edits). Early Childhood Education: An International Encyclopedia, CT: Greenwood Publishing Group.
Zhou, X. (2007). Early Childhood Program Quality. In Rebecca S. New &
Moncrieff Cochran (Edits). Early Childhood Education: An International Encyclopedia, CT: Greenwood Publishing Group.
Zhou, X. (2007). The social construction of young children’s representation of written number symbols. In Zhu, J. X. (Edited), The viewpoint for the early childhood education in China, East China Normal University Press.
Zhou, X. (2004). The early development of children’s number concept. East China Normal University Press.
Zhou, X., & Ye, X. H. (2004). Inclusion of gender in family education. East China Normal
University Press.
Zhou, X., Lu, L. Z., & Wang, B. (2004). Chinese Translation, Emergent curriculum, by
Jones, E. & Nimmo, J., East China Normal University Press.
Zhou, X. (1996). Chinese Translation,The montessori method. By Montessori, M., Taipei, Taiwan: Laureate Book Co., Ltd.
Tu, M. R., Zhou, X. and others (1999). Chinese Translation, The Mind's Staircase:
Exploring the conceptual underpinnings of children's thought and knowledge. By Case, R., Nanjing: Nanjing Normal University
Hao, H. P., & Zhou, X. (1994). Chinese Translation, Young children in action. By
Hohmann, M., Banet, B., & Weikart, D., Beijing: People's Educational Press.
Journal Articles
Zhou, X., Zhao, Z. G., Yang, L., Yang, Z. Z., Mao, N. N., Pang, Q., Xiao, J. (2007). Parent-child joint activity in daily life and children’s number development. Journal for the Research of Early Childhood Education, 7/8. Changsha, Hunan.
Zhou, X. Huang, J., Yang, Z. H., Liu, Y. L., Lu, B. J., Pan, Y. (2007). Math education in an integrated kindergarten curriculum, Education for Young Children, 6. Hangzhou, Zhejiang.
Zhou, X. (2007). The development of mathmatical cognition of 4-year-olds. Education for Young Children, 6. Hangzhou, Zhejiang.
Zhou, X., Huang, J., Wang, Z. K., Wang, B., Zhao, Z. G., Yang, L., & Yang, Z. Z. (2006). Parent-child interaction and children’s learning of mathematics. Early Child Development and Care, 176(7), 763-775.
Zhou, X., & Wang, J. H. (2006). A longitudinal study on young children’s development of the representation of written number symbols. International Journal of Early Childhood Education, 12(1), 5-21.
Zhou, X., Huang, J., Wang, Z. K., Wang, B., Zhao, Z. G., Yang, L., & Yang,Z.Z. (2006). A Case study on preschool children’s representation of written number symbols. Journal for the Research of Early Childhood Education,7/8. Changsha, Hunan.
Zhou, X. (2006). Young children’s individual difference in the development of mathematics and individualized education. Education for Young Children, 7/8. Hangzhou, Zhejiang.
Zhou, X., & Wang, Y. F. (2006). Children’s representation of written number
symbols and math education for 4-5-year-olds. Education for Young Children, 6. Hangzhou, Zhejiang.
Zhou, X., Wang, Y. F.; Wang, L. D.; & Wang, B. (2006). Kindergarten children’s
representation of written number symbols. Early Child Development and Care, 176 (1), 33-46.
Zhou, X. (2005). The re-construction of the accreditation system for early childhood
education program in U. S., Early Childhood Education, Nanjing, Jiansu.
Zhou, X. (2005). Teacher-child interaction and the creation of classroom setting. Young
Children, 10, Hungzhou, Zejiang.
Zhou, X., Li , W., & Xiao, N. N. (2005). Thoughts on in-service teacher training. Early
Childhood Education, 3. Nanjing, Jiansu.
Zhou, X. (2004). Conducting Action research in the implementation of the curriculum
guideline for early childhood education. Preschool Education, 4. Beijing.
Zhou, X. (2004). Behavioral indicators for the evaluation of the quality of teacher-child
interaction. Early Childhood Education, 4 . Nanjing, Jiansu.
Zhou, X. (2004). How do teachers conduct a case study. Early Childhood Education
Research, 6 . Chang Sha, Hunan.
Zhou, X. (Jan. 2003). New trends in the research in children’s number concept. Early
Childhood Education Research. Chang Sha, Hunan.
Zhou, X. (Jan. 2003). An experimental study on preschool children’s use of counting to
compare sets. Psychological Science. Shanghai.
Zhou, X. (Feb. 2003). An analysis and comparison on the standard of process quality of
early childhood education centers among 4 countries and Hong Kong and Taiwan areas. Early Childhood Education, Nanjing, Jiangsu
Zhou, X. (Jul.& Aug, 2003). Educational quality of early childhood education in centers
and its effect on children’s development. Journal for the Research of Early Childhood Education, Chang Sha, Hunan.
Zhou, X. (Sep. 2003). New early childhood mathematical education standards in the United
States and the strategies for the implementation. Journal for the Research of Early Childhood Education, Chang Sha, Hunan.
Zhou, X. (2002). The development of emergent literacy and how to improve it. Early
Childhood Education, Nanjing, Jiangsu.
Zhou, X. (2002) Preschool children’s use of counting to compare sets in cardinal
situations. Early Child Development and Care, 172 (2), 99-111.
Zhou, X. (2001). The teacher’s role in Reggio Emilia curriculum. Early Childhood
Education, N. 8, Nanjing, Jiangsu.
Zhou, X. (1998). The organization of the small group activity in Active Learning
Curriculum. In S. Tang (Edit), The Collection of Articles on Kindergarten Curriculum Research.
