ABSTRACT
This chapter analyses and compares the early childhood curriculum (ECC) policies among three Chinese societies, namely, Mainland China, Hong Kong, and Taiwan. The analytical framework proposed by Wilks, Nyland, Chancellor, and Elliot. (2008) is used to analyse and compare the structural property, continuity and applicability of ECC policies. In particular, through comparison, this chapter unveils the commonalities and distinctions that exist in the (1) structural property, which includes the structure of the curriculum framework proposed by the government in the three Chinese societies, the principles underpinning and guiding ECC, the explicit and implicit expectations in the curriculum document, the learning areas proposed for ECC, implementation processes and strategies, and supporting resources; (2) continuity, which covers the continuity of provision for young children as well as the links between ECC frameworks and frameworks for older children; and (3) applicability, which includes opportunities for linking instruction with monitoring, assessment and reporting, planning and reflection, the inclusion of children from diverse backgrounds and with different learning needs, and the suitability of the curriculum framework to a wide range of audiences. Based on the analyses and comparisons, shared themes emerge in the ECC policies as the trends and foci of ECC development in Chinese societies.
