Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens

Weipeng Yang, Hui Li

Research output: Contribution to journalArticleResearchpeer-review

Abstract

School-based curriculum development (SBCD) has been advocated to enhance the quality of early childhood education within the context of modernization and globalization. However, few studies have examined how the social change and globalization may shape the early childhood curriculum. This study examined SBCD in two Shenzhen kindergartens via interviews, observations and documents to understand the curriculum innovations and how and why the SBCD took place in the Chinese kindergartens. This study revealed that curriculum in each case was an integrated system balancing different curriculum approaches. Also, the conflict and fusion of cultures were found throughout the dynamic transformation of curricula. Social change, reflected by conflicting motives, such as child-centeredness versus teacher-directedness, individualism versus collectivism, and imported versus local approaches, played a decisive role in the SBCD. The implications of these findings are discussed.

LanguageEnglish
Pages279-297
Number of pages19
JournalCurriculum Journal
Volume30
Issue number3
Early online date25 Jan 2019
DOIs
Publication statusPublished - 2019

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kindergarten
curriculum development
childhood
innovation
curriculum
school
social change
globalization
collectivism
integrated system
individualism
modernization
teacher
interview
education

Keywords

  • cultural conflicts
  • cultural-historical approach
  • early childhood curriculum
  • globalization
  • school-based curriculum development
  • social change

Cite this

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Changing culture, changing curriculum : a case study of early childhood curriculum innovations in two Chinese kindergartens. / Yang, Weipeng; Li, Hui.

In: Curriculum Journal, Vol. 30, No. 3, 2019, p. 279-297.

Research output: Contribution to journalArticleResearchpeer-review

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