Chinese culture in early educational environments

Abstract

Chinese culture in early educational environments is first examined through the core values of Confucian teaching of “learning to be human.” Authentic learning is defined as “cultivation of self in community.” Research on physical and pedagogical aspects of early educational environments in Chinese societies is considered next. Structural indicators of educational environment are a necessary but not a sufficient condition for quality. Arguably, a more important indicator is process quality embedded in implicit cultural beliefs and practices. Early childhood education (ECE) in different Chinese societies has undergone tremendous changes in the past 30 years, and reform initiatives based on Western assumptions that are at odds with traditional Chinese cultural beliefs and practices have been implemented. Tensions inherited in the process of contextualization surface in three aspects: (1) tension between Western and Chinese values, (2) tension of differential development between urban and rural areas, and (3) tension between the expectations of parents and educators. As a metaphor, Piagetian “decalage” can describe ECE development in different Chinese societies struggling with contextualization. Uneven development can be regarded as part of normal growth. Globalization process does not necessarily replace local practices; it may generate new forms in the parallel process of glocalization. As core Confucian values penetrate educational values across different Chinese societies, this chapter proposes that Confucian values may be the common thread in understanding the vision of early childhood education. It is necessary to balance the wisdom of local cultures and the latest research on child development and ECE pedagogy.