With empirical evidence and theoretical critique, this book unveils the myths and debates (e.g., child-centeredness versus teacher-directedness) about early childhood curricula, revealing their unique social, cultural, and historical roots.
Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice, the child-centered approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curricula may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, this book offers insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era.
This volume serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders.
Author(s): Philip Hui Li, Jennifer J. Chen
Series: Routledge Research in Early Childhood Education
Publisher: Routledge
Year: 2023
Language: English
Pages: 178
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
About the Authors
Foreword
Foreword (English)
Foreword (Chinese)
Preface
Chapter 1: The Glocalization of Early Childhood Curriculum
The “3C” Problem: Childhood, Curriculum, and Culture
The Concept of Culture and Its Relationship to Curriculum
The Definitions and Conceptualizations of Curriculum
Globalization and Its Global Impact
Cultural Globalization
Cultural Universalism vs. Cultural Relativism
Globalization of ECC
The Case of China
The Case of Singapore
The Case of New Zealand
The Case of Australia
Similarities and Differences across the Four Cases
The Glocalization of ECC
New Frameworks for Analyzing ECC Reforms
The 3CAPs Framework
The “Foreground-Middle Ground-Background” Framework
The Tian Shi, Di Li, Ren He (天时, 地利, 人和) Framework
Conclusion: Toward Multiple Frameworks
Notes
References
Chapter 2: “Child-Centered Pedagogy”: Where It Might Be Right and Where It Might Be Wrong
The “CCA”: A Historical Review
Child-Centered Pedagogy
The CCA as a Universal Approach
Criticisms of the Child-centered Approach
Lanford’s Three Critiques of Child-centered Pedagogy
Landford’s Critique #1: “The Powerless Female Teacher and Child”
Landford’s Critique #2: “The Free and Individual Child: An Illusionary and Decontextualized Construct”
Landford’s Critique #3: “The Absence of Authentic Social Relationships”
From the TDA to the CCA: A Historical Perspective
“Child-Centered” Pedagogy vs. “Teacher-Directed” Pedagogy
Inherent Differences
Child-Centered Reform Policy in Hong Kong as a Case Example
Empirical Evidence
The Dual-Centeredness Theory: A Dynamic View of the Classroom Dynamics
The Dual-Centeredness Theory
The Middle Way as Potentially the Best Way
Conclusion
Note
References
Chapter 3: Constructivism and Instructivism in Early Childhood Curriculum: Critiques and Reflections
Constructivism: A Historical Review
What Is Constructivism?
Development vs. Learning: Which One Comes First?
Constructivism: Piaget vs. Vygotsky
The Myths about Constructivism
Constructivism vs. Instructivism
Constructivism vs. Instructivism
Toward a Fusion of Constructivism and Instructivism
The Case of China
The Case of Singapore
The Fusion of Constructivism and Instructivism
The Pendulum Never Stops
References
Chapter 4: Developmentally Appropriate Practice in Early Childhood Education: What’s Missing?
The Origin and Definition of DAP
A Review of the History of DAP: Conceptualization, Evolution, and Advancement
The Developmental Theory Undergirding DAP
Criticisms of the Earlier Editions of the DAP Framework
The Emphasis on Piaget’s Theory as the Theoretical Foundation
The Imposition of a Universal Model of Child Development
The Incongruence between DAP and Expectations of Minority Groups
The Lack of Attention to Context
What’s New and Different about the Latest Iteration of DAP
Conclusion
Notes
References
Chapter 5: Play and Learning in the Early Years: Conflicting or Complementing?
Play: A Difficult-to-Define Social Phenomenon
Classical and Modern Theories of Play
The Cultural-Historical Perspective on Play
Play in ECE: A Historical Review
Cross-Cultural Views on Play
Learning: Another Difficult-to-Define Social Phenomenon
Conventional Approaches to Defining Learning
Multilevel, Multidimensional, and Multistage Theory of Learning
The Nature and Mechanism of Learning
Teacher-led vs. Play-based Approach to Teaching
Play-Based Learning vs. Teacher-Directed Learning
Play and Learning: Dichotomization or Synchronization
Play and Learning: The Pair of Tai Chi Yin-Yang Fishes
Cultural Differences in Play
The “Relational Play-based Pedagogy” in New Zealand
The Play-Responsive Teaching in Sweden
The Eduplay Approach in China
Play and Learning during COVID-19
Play and Learning during the Digital Era
Conclusion
References
Chapter 6: Glocalization of Early Childhood Curriculum: Two Cases of China
Early Childhood Curriculum Reforms in China
Analytic Frameworks
Two Cases of Kindergartens in Shenzhen, China
Case A: Shenzhen Lotus Kindergarten
School Information
The Intended Curriculum
The Implemented Curriculum
The Attained Curriculum
Measures to Increase Curriculum Alignments
Misalignments between the Intended and the Implemented Curriculum
Case B: Shenzhen Education Kindergarten
School Information
The Intended Curriculum
The Implemented Curriculum
The Attained Curriculum
The Misalignments among the Intended, Implemented, and Attained Curricula
Recommendations for Improvement of Alignments
Lessons Learned from the Two Cases in China
Conclusion
References
Chapter 7: Glocalization of Early Childhood Curriculum: Two Cases of Hong Kong
Case A: Locally Developed School-based Curriculum
School Information
The Intended Curriculum
Curriculum Beliefs and Goals
SAIL
CPM
Moral Education
The SBC Implemented
SAIL 2.0
CPM
SBC in Action
A 3CAPs Curriculum
The Tian Shi, Di Li, Ren He (天时, 地利, 人和) Theoretical Framework
Evaluating Apple Kindergarten’s Curriculum Implementability Using the Tian Shi, Di Li, Ren He (天时, 地利, 人和) Framework
Case B: Internationally Imported Curriculum
School Information
The Intended Curriculum
The Implemented Curriculum
Evaluating Hope Kindergarten’s Curriculum Implementability Using the Tian Shi, Di Li, Ren He Framework
Tian Shi (Timing)
Di Li (Contextual Appropriateness)
Ren He (Human Capital/Professional Preparation)
Lessons Learned from the Two Cases in Hong Kong
“Tian Shi, Di Li, Ren He” Matters
A Hybrid Model as a Solution
References
Chapter 8: The Reggio Emilia Approach Interpreted or Misinterpreted in Other Societies: The Case of the United States
The Reggio Emilia Approach: From Italy to the United States
The Original Version of the Reggio Emilia Approach in Italy
The History and Origins of Reggio
Theoretical Inspirations Galvanizing the Principles of Reggio
The Image of the Child in Reggio
The Child as an Active Constructor of Knowledge
The Child as a Researcher
The Child as a Relational Being
The Image of the Teacher in Reggio
The Teacher as a Co-constructor and Co-learner of Knowledge
The Teacher as a Facilitator
The Teacher as a Researcher
The Teacher as a Reflective Practitioner
The Teacher as a Collaborator
The Image of the Environment as the Third Teacher in Reggio
The Image of the Family and Community in Reggio
The Image of Documentation in Reggio
The Nature of Knowledge Construction in Reggio
Multiple Expressions of Knowledge in Reggio
The American Version of Reggio Emilia Approach
How Do U.S. Educators Interpret Reggio Vis-à-Vis Their Own Cultural Context?
Similarities and Differences in Educational Ideologies between Reggio and the United States
Incongruence in Pedagogical Practice between Reggio and the United States
Reggio for the Underprivileged and Reggio-Inspired for the Privileged
Conditions for Professional Learning
Lessons Learned from the Case of the United States
Between Idealism and Realism
Reggio as a Catalyst for Rethinking ECE in the United States
Conclusion
References
Chapter 9: Early Childhood Curriculum: From Globalization and Localization to Glocalization
Summary of the “Big Ideas”
“The Major Lessons” Learned
Lesson #1: The Insensitivity of Globalized Childhoods
Lesson #2: The Inapplicability of Globalized EC Practices
Lesson #3: Reasons for the Unsuccessful Globalization of ECC
Lesson #4: The Contention of Disneyfication
Conclusion: The Multiplicity Phenomenon
Note
References
Index
