ABSTRACT
This chapter finally presents the implications of examining early childhood curriculum (ECC) from a cultural-historical perspective, especially in Chinese culture, for researchers, policymakers, and practitioners in early childhood education. It primarily analyses and attempts to answer the question of how culture may shape ECC by summarising the evolution of Chinese ECC from three levels, namely, curriculum policies, curriculum implementation, and school-based curriculum practices. Specific theoretical framework and methodological techniques are provided for future ECC studies from a cultural perspective. They can be used as the toolbox for getting a cultural understanding of ECC practices. A promising blueprint for ECC development from a cultural perspective is also drawn at the end. It calls for promoting ECC reforms and practices with sociocultural specificities in a particular ethical and cultural context, and asks for more attention paid to a cultural turn in ECC studies, and emphasises the need to promote ECC with sociocultural appropriateness.
