Re-conceptualizing Early Childhood Education

--------From Asian View

 

Abstract

This address firstly will give a brief introduction of the context of early childhood education in Asian countries. It includes cultural and social changes, ECE administrative system and organizations, financial sources, costs, teacher’s qualification, types of class schedules implemented in kindergarten, problems and trends, etc.

Then, it states that as the world is changing, our image of child and our understanding of knowledge need to be reconsidered. The concept of early childhood education also needs to be re-conceptualized. The idea of uncertainty, complexity, diversity and multiple perspectives are accepted and even welcomed. Education is now as a social process that takes place in a specific context and that involves children, professionals, parents and other adults. Cultural differences, social complexity and inter-individual differences are important for the process of learning.

To illustrate the re-conceptualization of early childhood education, this address presents the exploratory theme-based curriculum approach in Shanghai as an example. A qualitative study has been done to explore how this approach could match the Chinese culture and respond to the requirements of the new era in Shanghai. In the approach, case study method was adopted. 7 local kindergartens using themes as the basis for curriculum development were selected for investigations. The approach emphasizes on how to encourage children to explore, co-construct and express freely. Keeping balance between teacher-initiated activities and child-initiated activities is the key of this new approach. The forms and the features embedded in this approach were investigated. Suggestions and implications for exploratory theme-based curriculum were drawn.