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.

chapter 2|18 pages

“Child-Centered Pedagogy”

Where It Might Be Right and Where It Might Be Wrong

chapter 3|11 pages

Constructivism and Instructivism in Early Childhood Curriculum

Critiques and Reflections

chapter 4|24 pages

Developmentally Appropriate Practice in Early Childhood Education

What's Missing?

chapter 5|18 pages

Play and Learning in the Early Years

Conflicting or Complementing?

chapter 6|18 pages

Glocalization of Early Childhood Curriculum

Two Cases of China

chapter 7|18 pages

Glocalization of Early Childhood Curriculum

Two Cases of Hong Kong

chapter 8|21 pages

The Reggio Emilia Approach Interpreted or Misinterpreted in Other Societies

The Case of the United States

chapter 9|7 pages

Early Childhood Curriculum

From Globalization and Localization to Glocalization