Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

• Published in: ECNU Review of Education Vol. 5; no. 2; pp. 299 - 327
• Main Authors: Yang, Weipeng, Li, Hui
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.06.2022; Sage Publications Ltd; SAGE Publishing
• Subjects: Asian Culture; Children & youth; Constructivism (Learning); Core curriculum; Cross Cultural Studies; Culturally Relevant Education; Culture; Developing countries; Developmentally Appropriate Practices; Early Childhood Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Global Approach; Globalization; Ideology; Indigenous Knowledge; Kindergarten; Knowledge; LDCs; Learning; Policy Formation; Postmodernism; Preschool Curriculum; Preschool education; Research Reports; School Districts; Society; Teaching Methods; Western Civilization; Young Children; China; Singapore; cultural glocalization; Singapore; curriculum hybridization; early childhood curriculum; China
• ISSN: 2096-5311; 2632-1742
• DOI: 10.1177/20965311221092036

Purpose This article presents a scoping review of the internationally published research on the early childhood curriculum (ECC) reforms, policies, measures, and effectiveness in China and Singapore, to explore the joint and interactive effects of globalization and localization in ECC in two different contexts. Design/Approach/Methods We reviewed and analyzed the chosen studies with a multilevel curriculum framework: formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings The synthesis of evidence indicated that in both China and Singapore (1) a constructivist orientation is relied upon to construct the formal curricula; (2) the perceived curricula have been heavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.