Full Description
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.
Contents
1. The Glocalization of Early Childhood Curriculum 2. "Child-Centered Pedagogy": Where It Might Be Right and Where It Might Be Wrong 3. Constructivism and Instructivism in Early Childhood Curriculum: Critiques and Reflections 4. Developmentally Appropriate Practice in Early Childhood Curriculum: What's Missing? 5. Play and Learning in the Early Years: Conflicting or Complementing? 6. Glocalization of Early Childhood Curriculum: Two Cases of China 7. Glocalization of Early Childhood Curriculum: Two Cases of Hong Kong 8. Reggio Emilia Approach Interpreted or Misinterpreted in Other Societies: The Case of the United States 9. Early Childhood Curriculum: From Globalization and Localization to Glocalization
