International perspectives on early childhood education in the mainland China, Hong Kong, Macao and Taiwan

Hui Li*, X. Christine Wang

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

5 Citations (Scopus)


This chapter aims to briefly review the recent developments in early childhood education in Chinese societies such as the People’s Republic of China (PRC), Hong Kong, Macao, and Taiwan. Varying greatly in political and economic contexts, these societies share some common patterns and face similar challenges in their development. First, this chapter analyzes the shifting landscape in Chinese economies and societies with a focus on the changes in education systems and policies and the associated impact. Second, it evaluates all the efforts that these societies have made to promote the accessibility, affordability, and accountability of early childhood education in the past decades. Third, it critically reflects on the early childhood curriculum reforms and pedagogical changes in these societies. Last, this chapter summarizes the challenges in defining culturally appropriate early childhood education in a globalized world as well as the lessons that we could learn from these Chinese societies.

Original languageEnglish
Title of host publicationEarly childhood education in Chinese societies
EditorsNirmala Rao, Jing Zhou, Jin Sun
Place of PublicationDordrecht
Number of pages16
ISBN (Electronic)9789402410044
ISBN (Print)9789402410037
Publication statusPublished - 2017
Externally publishedYes

Publication series

NameInternational Perspectives on Early Childhood Education and Development
ISSN (Print)2468-8746
ISSN (Electronic)2468-8754


  • Chinese society
  • curriculum reform
  • early childhood education
  • educational authority
  • World Trade Organization


Dive into the research topics of 'International perspectives on early childhood education in the mainland China, Hong Kong, Macao and Taiwan'. Together they form a unique fingerprint.

Cite this