Early childhood curriculum in Chinese societies

policies, practices, and prospects

Weipeng Yang, Hui Li

Research output: Book/ReportBook

6 Citations (Scopus)


Although Chinese societies have generally become striking as the classic over-achievers in international measures of academic performance, there has been no specialised publication exploring early childhood curriculum in Chinese contexts. Through this book, readers will learn more about how the Chinese context and culture collide with educators’ beliefs about the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies – from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions. Is play valued? Are young children schooled earlier in Chinese societies? How do Chinese children learn in kindergartens? What is valued by Chinese educators when they implement early childhood curricula? How do Chinese teachers deliver early childhood curricula for their young children? Why were Chinese early childhood curricula implemented in these ways? Answers to these questions and more will be provided in this pioneering book.

Original languageEnglish
Place of PublicationLondon
PublisherTaylor and Francis
Number of pages138
ISBN (Electronic)9781351027250, 9781351027267
ISBN (Print)9781138493704
Publication statusPublished - 2019

Publication series

NameRoutledge research in early childhood education

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  • Cite this

    Yang, W., & Li, H. (2019). Early childhood curriculum in Chinese societies: policies, practices, and prospects. (Routledge research in early childhood education). London: Taylor and Francis. https://doi.org/10.4324/9781351027267