Early Childhood Curriculum Reform in China

Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education

“…Li et al (Li, Wang, & Wong, 2011) concluded that curricula reform adopted from Western progressive ideology unavoidably clashes with Chinese traditional practices. Since 1980s, scholars began to realize that implementing the western child-centered models bump its challenges and Chinese kindergartens…”

Teacher-Guided Play: Implications for Chinese Early Childhood Education in the Context of Curriculum Reform

“…The general tendency of reform at all levels of education is to turn the "examination-oriented" education to a constructivist and student-centered "quality education" [13,16]. After 2000, China launched a new round of large scale education reforms and early childhood education was paid greater attention than ever before.…”

“…This contradiction between the local cultural tradition and imported theories and practice of play in education policies makes the implementation of play-based pedagogy in early childhood education in China challenging and problematic. Former studies reported superficial understandings of play and retreat to traditional teaching methods in practice by Chinese preschool teachers [7], obvious cultural difference in teachers' beliefs and practice of play between Chinese and Western preschool teachers [8], and a policy-practice gap in play in the preschool curriculum reform in China [13]. It is thus significant to understand these problems and figure out an appropriate way to integrate the policy requirement of play and cultural context in the process of education reform.…”

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

“…Teachers have their thought processes in their mind gained through their own personal practical experiences which may differ from those in curriculum principles and concepts taught in education and child development courses (Ableser, 2003;Spodek & Saracho, 1999;Wen, Elicker, & McMullen, 2011 (Howe, Jacobs, Vukelich, & Recchia, 2012;Hyson, 2003;Hyun & 2001;Rice, 2003). In addition, studies carried by Dedeoğlu and nlat (2012) in Turkey, Nganga (2009) in Kenya, Ejuu (2012) in Uganda, Kweka et al (2000) and Mtahabwa (2007) in Tanzania, Li et al (2011) in China, Wood (2004 in England, Tayler (1991) in Australia, William and Charles (2008) in Caribbean, Wang et al (2008) in China and America, recommended that concerned…”

“…Many studies about ECEC curriculum enactment have been undertaken in both developed and developing countries. The findings reveal that in many areas early childhood teachers' beliefs and what is practiced in the classroom situation are different (Dedeoğlu & nlat, 2012;Li, Wang, & Wong, 2011;Mtahabwa, 2007;Nganga, 2009;Tayler, 1991;Wood, 2004). Teachers have their thought processes in their mind gained through their own personal practical experiences which may differ from those in curriculum principles and concepts taught in education and child development courses (Ableser, 2003;Spodek & Saracho, 1999;Wen, Elicker, & McMullen, 2011 (Howe, Jacobs, Vukelich, & Recchia, 2012;Hyson, 2003;Hyun & 2001;Rice, 2003).…”