ABSTRACT
This chapter critically reviews the evolution of early childhood curriculum (ECC) policies in three representative Chinese societies – Mainland China, Hong Kong, and Taiwan. First, the landscapes of early childhood education in the three Chinese societies are briefly described to provide the readers with background information. Second, ECC reforms in Mainland China, Hong Kong, and Taiwan are critically reviewed. Both social and cultural analyses are used to critically reflect on the major waves of ECC reforms in the three Chinese societies. The influences of local culture and globalisation, as well as their interactions, are elaborated for each case. Finally, a chronological chart of ECC reforms in the three Chinese societies is presented and discussed. It is found that in Chinese societies, progressive ECC reforms have been launched and advanced without fully considering the advantages of traditional, local curricular approaches and experiences. All these have resulted in Chinese early childhood professionals’ diversion, confusion, and contradictions in practice. This chapter also provides background information and the basis for the comparison of ECC reforms in Chapter 3.
