Evolution of the Early Childhood Curriculum in China: The Impact of Social and Cultural Factors on Revolution and Innovation

Autor/inn/en	Li, Hui; Chen, Jennifer J.
Titel	Evolution of the Early Childhood Curriculum in China: The Impact of Social and Cultural Factors on Revolution and Innovation
Quelle	In: Early Child Development and Care, 187 (2017) 10, S.1471-1483 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1220373
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Curriculum; Social Influences; Cultural Influences; Educational Innovation; Case Studies; Educational History; Ideology; Teacher Education; Models; Educational Practices; Global Approach; Social History; Politics of Education; Educational Change; Change Strategies; China + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialer Einfluss; Cultural influence; Kultureinfluss; Instructional innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Ideologie; Lehrerausbildung; Lehrerbildung; Analogiemodell; Bildungspraxis; Globales Denken; Sozialgeschichte; Educational policy; Bildungspolitik; Bildungsreform; Lösungsstrategie
Abstract	During the last century, early childhood curriculum (ECC) in China has undergone a series of monumental transformations, shaped by the interaction between local cultural and global forces. In this case study, we critically analyse three major waves of ECC reform in China, with a particular emphasis on the social and cultural forces that have shaped the evolution and revolution of ECC in China. Our analysis reveals the effects of these different forces in inducing change and how they propelled innovative reform of ECC. Furthermore, we deconstruct Chinas history of adopting and adapting curriculum ideologies and models from other cultural contexts with the opposite concepts of cultural relativism and cultural universalism. The findings suggest three important lessons we could learn from China: (1) teacher education is critical; (2) top-down model does not work; and (3) changing ideas does not necessarily mean changing practices. Last, the implications and suggestions are also discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01