The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens

Weipeng YANG, Hui LI

Research output: Contribution to journalArticlespeer-review

13 Citations (Scopus)

Abstract

This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, the two cases learned from diverse models and approaches during the transformation of their curricula, resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved by the local culture to achieve curriculum hybridisation and innovation, as well as inherit the culture. Such findings provide valuable implications for early childhood professionals to integrate social and cultural diversity into curriculum development and to localise imported curricular practices so as to ensure a good fit between the curriculum and the local context. Copyright © 2020 The Author(s).
Original languageEnglish
Pages (from-to)48-67
JournalContemporary Issues in Early Childhood
Volume23
Issue number1
Early online date17 Feb 2020
DOIs
Publication statusPublished - 01 Mar 2022

Citation

Yang, W., & Li, H. (2022). The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 23(1), 48-67. doi: 10.1177/1463949119900359

Keywords

  • Activity system
  • Cultural-historical activity theory
  • Culture
  • Curriculum hybridisation
  • Early childhood curriculum innovation

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