{"product_id":"the-glocalization-of-early-childhood-curriculum-global-childhoods-local-curricula-9781032229508","title":"The Glocalization of Early Childhood Curriculum: Global Childhoods, Local Curricula","description":"\u003cp\u003e\u003c\/p\u003e\u003cblockquote\u003eThis book explores the myths and debates surrounding early childhood curricula, revealing their social, cultural, and historical roots. It argues that the direct adoption of globally advocated approaches may be inappropriate without social and cultural compatibility. Case studies from American and Chinese contexts offer insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era. \u003c\/blockquote\u003e\u003cp\u003e\u003cstrong\u003eFormat\u003c\/strong\u003e: Hardback\u003cbr\u003e\u003cstrong\u003eLength\u003c\/strong\u003e: 160 pages\u003cbr\u003e\u003cstrong\u003ePublication date\u003c\/strong\u003e: 03 February 2023\u003cbr\u003e\u003cstrong\u003ePublisher\u003c\/strong\u003e: Taylor \u0026amp; Francis Ltd\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\u003cbr\u003eThis comprehensive book delves into the myths and debates surrounding early childhood curricula, shedding light on their unique social, cultural, and historical roots. By examining globally advocated curricula and ideologies, such as developmentally appropriate practice, child-centered approach, constructivism, and globalized childhood, the author argues that the direct adoption of these contextually bound approaches in local environments may be inappropriate without considering social and cultural compatibility. The authors then explore how early childhood curricula can be implemented in a hybrid form, drawing from case studies in American and Chinese contexts. The book offers valuable insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era, making it a valuable resource for scholars, students, educators, and education stakeholders alike.\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003cstrong\u003eIntroduction:\u003c\/strong\u003e\u003cbr\u003eEarly childhood education plays a crucial role in shaping the development of children and their future success. However, there are ongoing debates and discussions about the best approaches to early childhood curricula, with different ideologies and perspectives influencing the design and implementation of these programs. This book aims to provide a comprehensive analysis of the myths and debates surrounding early childhood curricula, revealing their social, cultural, and historical roots.\u003cbr\u003e\u003cbr\u003e\u003cstrong\u003eMyths and Debates:\u003c\/strong\u003e\u003cbr\u003eOne of the central myths surrounding early childhood curricula is the notion that child-centeredness is inherently superior to teacher-directedness. This belief stems from the idea that children are naturally curious and eager to learn, and that teachers should facilitate their learning by providing opportunities for exploration and discovery. However, this approach may not be appropriate for all children, as it assumes that all children have the same learning styles and needs.\u003cbr\u003e\u003cbr\u003eOn the other hand, teacher-directedness is often seen as a more structured and controlled approach to learning, which can be beneficial for children who need more guidance and structure in their learning. Teachers can use this approach to teach essential skills and concepts and to ensure that all children are on track with their academic progress. However, some argue that teacher-directedness can be too restrictive and may limit children's creativity and self-expression.\u003cbr\u003e\u003cbr\u003eAnother myth surrounding early childhood curricula is the belief that curricula should be standardized and universal, regardless of the cultural and social context in which they are implemented. This approach assumes that there is a one-size-fits-all solution to early childhood education and that children in different parts of the world should be taught the same curriculum and skills. However, this approach fails to recognize the diversity of cultures and societies.\u003cbr\u003e\u003cbr\u003eIn addition to these myths, there are also debates about the role of technology in early childhood education. Some argue that technology can be a valuable tool for enhancing children's learning and development, while others argue that it can be a distraction and may hinder children's social and emotional development. The use of technology in early childhood education should be approached with caution and should be guided by research-based evidence.\u003cbr\u003e\u003cbr\u003e\u003cstrong\u003eHistorical Roots:\u003c\/strong\u003e\u003cbr\u003eEarly childhood curricula have their historical roots in the Enlightenment period, when philosophers and educators began to prioritize the development of children's cognitive and social skills. During this time, there was a shift towards a more scientific and rational approach to education, which focused on teaching children to think critically and analytically. However, this approach was often limited to the privileged classes and did not address the needs of children from marginalized communities.\u003cbr\u003e\u003cbr\u003eIn the 19th century, there was a growing recognition of the importance of education for children from all backgrounds. This led to the development of early childhood education programs, which were designed to provide education and care for children from low-income families. These programs were often focused on providing basic literacy and numeracy skills and were often led by women, who were often marginalized in the education system.\u003cbr\u003e\u003cbr\u003eIn the 20th century, there was a significant increase in the number of early childhood education programs and the development of new curricula and ideologies. This was driven by the need to address the changing needs of children and families and to promote social and economic mobility. During this time, there was a growing emphasis on child-centeredness, constructivism, and globalized childhood.\u003cbr\u003e\u003cbr\u003e\u003cstrong\u003eConclusion:\u003c\/strong\u003e\u003cbr\u003eIn conclusion, this book serves as a valuable resource for scholars and students of early childhood education and comparative education, as well as for key education stakeholders. By examining the myths and debates surrounding early childhood curricula, the author provides insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era. The book offers valuable insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era. The book offers valuable insights and recommendations for the future development and redeployment of early childhood curriculum studies and practices in a post-truth era.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eWeight\u003c\/strong\u003e: 489g\u003cbr\u003e\u003cstrong\u003eDimension\u003c\/strong\u003e: 234 x 156 (mm)\u003cbr\u003e\u003cstrong\u003eISBN-13\u003c\/strong\u003e: 9781032229508\u003c\/p\u003e","brand":"Philip HuiLi,Jennifer J.Chen","offers":[{"title":"Hardback","offer_id":45290069164282,"sku":"9781032229508","price":131.76,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0522\/4297\/2845\/products\/noImage_1_9ab241ef-2ee1-4d3e-97f4-1cac2a1d0621.jpg?v=1706343553","url":"https:\/\/shulphink.com\/products\/the-glocalization-of-early-childhood-curriculum-global-childhoods-local-curricula-9781032229508","provider":"Shulph Ink","version":"1.0","type":"link"}