A cultural analysis of the Chinese kindergarten curriculum

Fengling Tang

A cultural analysis of the Chinese kindergarten curriculum

School of Education

Research output: Contribution to conference › Paper › peer-review

Abstract

This is a paper presented to the Scottish Educational Research Association conference, Perth, Scotland, November 2005. This paper presents provisional findings as part of my PhD research project on an ethnographic case study of early years curriculum in Chinese and English contexts. The curriculum enacted in two Chinese kindergartens aligned with the Chinese early childhood education policy framework focusing on the five learning domains and there was a cultural lens interwoven into the enactment of curricular activities with arising tensions between Chinese traditional cultural values and the Western cultural influences in the 21st century.

Original language	English
Publication status	Unpublished - 2005
Event	Scottish Educational Research Association conference - Perth, Scotland Duration: 14 Nov 2005 → 16 Nov 2005

Conference

Conference	Scottish Educational Research Association conference
City	Perth, Scotland
Period	14/11/05 → 16/11/05

Keywords

Kindergarten, early years curriculum, Chinese traditional culture, Western culture, early years policy

2 Oral presentation for an academic audience
1 Participation in academic workshop, seminar, course
1 Invited talk for an academic audience

Cultural dimensions of ethics in ethnographic research with young children
Tang, F. (Speaker)
26 Feb 2023
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience
Contested childhood: voices from parents of young children in Chinese and English contexts
Tang, F. (Speaker)
10 Sept 2007 → 12 Sept 2007
Activity: Talk or presentation for an academic audience › Oral presentation for an academic audience
Children's garden workshop
Tang, F. (Organiser)
11 Oct 2006
Activity: Participating in or organising an academic event › Participation in academic workshop, seminar, course

2 Chapter
1 Article

Discourses/8, China: Children’s Participation Rights in Chinese Early Childhood Education: A Critical Investigation of Policy and Research
Tang, F., 3 Jul 2019, Children’s Self-determination in the Context of Early Childhood Education and Services: Discourses, Policies and Practices. Farini, F. & Scollan, A. (eds.). 1st ed. Springer, p. 247 265 p. Discourses 8
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Open Access
File

340 Downloads (Pure)
Risk and young children's learning: A cross-cultural perspective
Tang, F., 2011, Pedagogika Wczesnej Edukacji: Dyskursy, Problemy, Otwarcia. Warszawa: Wydawnictwo Akademickie Zak
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
Being taught to learn together: An ethnographic study of the curriculum in two Chinese kindergartens
Tang, F. & Maxwell, S., 2007, In: Early Years: An International Research Journal. 27, 2, p. 145-157
Research output: Contribution to journal › Article › peer-review

Cite this

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title = "A cultural analysis of the Chinese kindergarten curriculum",

abstract = "This is a paper presented to the Scottish Educational Research Association conference, Perth, Scotland, November 2005. This paper presents provisional findings as part of my PhD research project on an ethnographic case study of early years curriculum in Chinese and English contexts. The curriculum enacted in two Chinese kindergartens aligned with the Chinese early childhood education policy framework focusing on the five learning domains and there was a cultural lens interwoven into the enactment of curricular activities with arising tensions between Chinese traditional cultural values and the Western cultural influences in the 21st century. ",

keywords = "Kindergarten, early years curriculum, Chinese traditional culture, Western culture, early years policy",

author = "Fengling Tang",

year = "2005",

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AU - Tang, Fengling

PY - 2005

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N2 - This is a paper presented to the Scottish Educational Research Association conference, Perth, Scotland, November 2005. This paper presents provisional findings as part of my PhD research project on an ethnographic case study of early years curriculum in Chinese and English contexts. The curriculum enacted in two Chinese kindergartens aligned with the Chinese early childhood education policy framework focusing on the five learning domains and there was a cultural lens interwoven into the enactment of curricular activities with arising tensions between Chinese traditional cultural values and the Western cultural influences in the 21st century.

AB - This is a paper presented to the Scottish Educational Research Association conference, Perth, Scotland, November 2005. This paper presents provisional findings as part of my PhD research project on an ethnographic case study of early years curriculum in Chinese and English contexts. The curriculum enacted in two Chinese kindergartens aligned with the Chinese early childhood education policy framework focusing on the five learning domains and there was a cultural lens interwoven into the enactment of curricular activities with arising tensions between Chinese traditional cultural values and the Western cultural influences in the 21st century.

KW - Kindergarten, early years curriculum, Chinese traditional culture, Western culture, early years policy

M3 - Paper

T2 - Scottish Educational Research Association conference

Y2 - 14 November 2005 through 16 November 2005

ER -

A cultural analysis of the Chinese kindergarten curriculum

Abstract

Conference

Keywords

Activities

Cultural dimensions of ethics in ethnographic research with young children

Contested childhood: voices from parents of young children in Chinese and English contexts

Children's garden workshop

Research output

Discourses/8, China: Children’s Participation Rights in Chinese Early Childhood Education: A Critical Investigation of Policy and Research

Risk and young children's learning: A cross-cultural perspective

Being taught to learn together: An ethnographic study of the curriculum in two Chinese kindergartens

Cite this