ABSTRACT
This chapter aims to reflect on the concept of constructivism and review its impact on the global adoption and adaptation of early childhood curricula. First, we present the idea of constructivism, especially focusing on the distinctions between Piagetian and Vygotskian schools of thought. Second, we discuss some major debates between the two contrasting concepts: constructivism and instructivism. Third, we summarize case studies of China and Singapore as examples to illustrate these debates. Finally, we conclude by proposing our eclecticism perspective by fusing the ideas of constructivism and instructivism as the “best” Middle Way, especially in light of the pendulum swing of education reforms.
