The Role of Culture in Early Childhood Curriculum Development: A Case Study of Curriculum Innovations in Hong Kong Kindergartens

Autor/inn/en	Yang, Weipeng; Li, Hui
Titel	The Role of Culture in Early Childhood Curriculum Development: A Case Study of Curriculum Innovations in Hong Kong Kindergartens
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 1, S.48-67 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Weipeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949119900359
Schlagwörter	Kindergarten; Cultural Influences; Curriculum Development; Preschool Curriculum; Educational Innovation; Preschool Teachers; Cultural Pluralism; Social Differences; Indigenous Knowledge; Foreign Countries; Asian Culture; Foreign Policy; Hong Kong + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kulturpluralismus; Sozialer Unterschied; Ausland; Außenpolitik; Hongkong
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01