Curriculum Hybridization and Cultural Glocalization:A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore  

作　　者：Weipeng Yang Hui Li 杨伟鹏;李辉(The Education University of Hong Kong;Macquarie University)

机构地区：[1]The Education University of Hong Kong [2]Macquarie University

出　　处：《ECNU Review of Education》2022年第2期299-327,共29页华东师大教育评论（英文）

摘　　要：Purpose:This article presents a scoping review of the internationally published research on the early childhood curriculum(ECC)reforms,policies,measures,and effectiveness in China and Singapore,to explore the joint and interactive effects of globalization and localization in ECC in twodifferent contexts.Design/Approach/Methods:We reviewed and analyzed the chosen studies with a multilevel curriculum framework:formal curriculum,perceived curriculum,operational curriculum,and curriculum ideology.Findings:The synthesis of evidence indicated that in both China and Singapore(l)a constructivist orientation is relied upon to construct the formal curricula;(2)the perceived curricula have been heavily influenced by the indigenous values and contextual realities;and(3)the Western ideology embedded in the formal curricula has not been realized,as reflected in the operational curricula.Originality/Value:The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices.As confirmed by the findings and theoretical explanations,the 3CAPs framework(culturally,contextually,and child-individually appropriate practices)can be employed to guide the development of ECC in policies and practices.

关 键 词：China cultural glocalization curriculum hybridization early childhood curriculum SINGAPORE 

分 类 号：G612.3[文化科学—学前教育学]