"Tian Shi" (Timing) "Di Li" (Context) "Ren He" (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model

Autor/inn/en	Chen, Jennifer J.; Li, Hui
Titel	"Tian Shi" (Timing) "Di Li" (Context) "Ren He" (Human Capital): A New Theoretical Framework for Analyzing the Implementability of Imported Early Childhood Practices and Making a Case for a Hybrid Model
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 2, S.292-309 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Jennifer J.) ORCID (Li, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2022.2107588
Schlagwörter	Foreign Countries; Confucianism; Human Capital; Early Childhood Education; Educational Policy; Models; Preschool Teachers; Kindergarten; Curriculum Development; Context Effect; Curriculum Implementation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Konfuzianismus; Humankapital; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Analogiemodell; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hongkong
Abstract	In this conceptual paper, we propose a new three-pronged theoretical framework derived from Chinese philosophy: (1) "Tian Shi" (timing); (2) "Di Li" (context); and (3) "Ren He" (human capital). Specifically, we delineate the nature of "Tian Shi, Di Li, Ren He" required for the successful translation of top-down education policy into practice using Hong Kong as a case example. Applying this new conceptual framework, we conducted secondary data analysis of two cases examining the implementability of U.S.-originated and popular child-centered early childhood models by Hong Kong kindergarten teachers (serving children ages 3-6), with one case focusing on the Project Approach in one kindergarten, and the other on the HighScope Curriculum in another kindergarten. The findings revealed that Hong Kong had not yet attained favorable "Tian Shi, Di Li, Ren He" to render success in these kindergarten teachers' adoption of imported early childhood approaches with fidelity due to incompatibility in sociocultural and educational realities as well as professional competence. Instead, the teachers' implementation behaviors made a case for a hybrid model as a viable and potentially sustainable solution to reconcile these contextual incompatibilities by weaving local and global practices into a conflation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01