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With empirical evidence and theoretical critique, this book unveils
the myths and debates (e.g., child-centeredness versus
teacher-directedness) about early childhood curricula, revealing
their unique social, cultural, and historical roots. Analyzing
globally advocated early childhood curricula and ideologies, such
as the developmentally appropriate practice, the child-centered
approach, constructivism, and globalized childhood, this book
argues that the direct adoption of these contextually bound
approaches in local environments may be inappropriate if social and
cultural compatibility is lacking. The authors then examine how
early childhood curricula may be implemented in a hybrid form.
Featuring case studies from American and Chinese contexts, this
book offers insights and recommendations for the future development
and redeployment of early childhood curriculum studies and
practices in a post-truth era. This volume serves as a valuable
resource for scholars and students of early childhood education and
comparative education, as well as for key education stakeholders.
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