Early childhood teachers amid China’s curriculum reforms: from a literature review

Abstract

This article examines the crucial role of early childhood teachers in China’s ongoing curriculum reforms by addressing two key questions: (1) how teachers interact with the curriculum reform cycle, and (2) what specific roles they play within the reforms. We synthesize literature on early childhood teachers’ involvement in China’s curriculum reforms and provide insights for future improvements in teachers’ status. Our analysis reveals that teachers contribute to establishing curricular goals, selecting content, and implementing instructional methods. However, they lack formal roles in setting educational goals and face limitations due to administrative decisions and societal expectations. Their knowledge and experience are often underutilized. Based on these findings, we propose increased teacher training to enhance their capacity and contribution, and improved policies for teacher recruitment, retention, and empowerment.