ABSTRACT
To set the context for this research, this chapter begins with a brief tracing of Chinese education history and philosophy. These areas demonstrate how today’s practices in Chinese education are informed by the rich traditions from China as well as the Cultural Revolution that brought more significant changes to the Chinese educational system. This chapter will argue the philosophical influence of how Confucius set the stage for the principles of Universal Design for Learning (UDL) in China. The focus of this chapter is on early childhood classrooms, since this is the age level where the Chinese government has had less involvement in curriculum. The research for this chapter comes from focus groups and surveys of 20 early childhood teachers in a prominent, large city within China.
