The Glocalization of Early Childhood Curriculum
Global Childhoods, Local Curricula
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With empirical evidence and theoretical critique, this book unveils the myths and debates (i.e., child-centeredness versus teacher-directedness) about early childhood curriculum, revealing their social, cultural and historical roots.
Analyzing globally advocated early childhood curricula and ideologies, such as the developmentally appropriate practice (DAP), the child-centred approach, constructivism, and globalized childhood, this book argues that the direct adoption of these contextually-bound approaches in local contexts may be inappropriate if social and cultural compatibility is lacking. The authors then examine how early childhood curriculums may be implemented in a hybrid form. Featuring case studies from American and Chinese contexts, it offers insights and recommendations for the future development and redeployment of ECC studies and practices in a post-truth era.
A valuable resource for scholars and students of early childhood education and comparative education, as well as key education stakeholders.
Table of 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 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: The Case of Hong Kong 8. Reggio Emilia Approach Interpreted or Misinterpreted in Other Societies: The Case of the United States 9. Early Childhood Curriculum: From Grobalization to Glocalization
Philip Hui Li, Ph.D., is the Dean and Chair Professor of Shanghai Institute of Early Childhood Education, Shanghai Normal University. He is also an Honorary Professor of Macquarie University, Australia.
Jennifer J. Chen, Ed.D., is professor of early childhood and family studies at Kean University in New Jersey, USA. She earned her doctorate in human development and psychology from Harvard University Graduate School of Education.