The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens

Abstract

This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, the two cases learned from diverse models and approaches during the transformation of their curricula, resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved by the local culture to achieve curriculum hybridisation and innovation, as well as inherit the culture. Such findings provide valuable implications for early childhood professionals to integrate social and cultural diversity into curriculum development and to localise imported curricular practices so as to ensure a good fit between the curriculum and the local context.

Process quality, curriculum and pedagogy in early childhood education and care

“…Interactions were identified as a feature of curriculum supporting process quality in terms of their capacity to promote learning and teaching opportunities amongst children and educators in ECEC settings. For example, Wysłowska and Slot (2020 [125]) investigated structural quality, process quality and curriculum for toddlers in Polish and Dutch classrooms. Their study sought to establish profiles for different classroom types (e.g.…”

“…This suggests that the provision of pretend play may require additional support in the form of socio-emotional regulation, and language and pre-literacy concepts to support learning. Wysłowska and Slot (2020 [125]) also suggest the High-quality climate and support-for-learning type indicates that providing a range of activities for young children is a significant stimulus for interactional opportunities and that such provision should not be associated with teacher-directed approaches per se, in so much as 'providing sequential and cumulative learning opportunities' (p. 13) in the classroom. Denny et al (2012[122]) considered classroom quality in 114 Tennessee ECEC settings, using three measures (ECERS-R; ECERS-E; CLASS) to establish (as one amongst four aims) programme, teacher and classroom characteristics of quality.…”

“That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

“…Singapore and Hong Kong are international metropolis strongly shaped by multicultural forces (Yang and Li, 2020). Often perceived as East–West meeting points (Gopinathan and Lee, 2018), Western influences have clearly impacted upon their educational systems.…”

“…Despite being cosmopolitan, multicultural (in the case of Singapore, also multiracial), and opened to global influences, both societies have substantially inherited a Chinese cultural legacy, as most of their populations have Chinese background (Gopinathan and Lee, 2018). Traditionally, Chinese societies have been based on Confucianism, a system of social and ethical philosophy associated with values such as respect for authority, conformity, loyalty to good leaders, hard work, collectivism, thrift, and emphasis on education (Yang and Li, 2019, 2020). In Confucian heritage cultures, the purposes of learning include perfecting oneself socially and morally, acquiring knowledge and skill for oneself, establishing oneself economically, achieving social status and honor, being respectful and humble to teachers and elders, and ultimately contributing to society (J.…”

“…Multiple studies conducted in Hong Kong have also documented the limited degree of child-centeredness (as understood by Western scholars) in local kindergarten classrooms (Chen et al., 2017; Li et al., 2020; Yang and Li, 2020). For example, Chen et al.…”