Diverse Early Childhood Education Policies and Practices explores issues in early childhood education and teacher preparation in five Asian countries: India, Singapore, China, Sri Lanka, and the Maldives. Some observed classrooms in these countries reflect influences that are simultaneously indigenous and colonial, local and global. By highlighting the diverse and often hybrid classroom pedagogies at work in these 21st century Asian classrooms, the discussions in this book take into consideration the influence of globalization on local policies and practices, and the challenge educators face when they are expected to reconcile different and sometimes conflicting cultural and pedagogical world views.

Through a research-driven analysis of key issues such as recent revisions to national early childhood education policies, perceptions on "play-based and child-centered" pedagogy, curriculum and learning materials, and an emphasis on the teaching of values, this book illuminates the diversity of the observed classrooms as well as current trends in early childhood education in parts of Asia. The cross-national perspective serves to expand and diversify the global discourse of early childhood education and teacher education.

Diverse Early Childhood Education Policies and Practices explores issues in early childhood education and teacher preparation in five Asian countries: India, Singapore, China, Sri Lanka, and the Maldives. Some observed classrooms in these countries reflect influences that are simultaneously indigenous and colonial, local and global. By highlighting the diverse and often hybrid classroom pedagogies at work in these 21st century Asian classrooms, the discussions in this book take into consideration the influence of globalization on local policies and practices, and the challenge educators face when they are expected to reconcile different and sometimes conflicting cultural and pedagogical world views.

Through a research-driven analysis of key issues such as recent revisions to national early childhood education policies, perceptions on "play-based and child-centered" pedagogy, curriculum and learning materials, and an emphasis on the teaching of values, this book illuminates the diversity of the observed classrooms as well as current trends in early childhood education in parts of Asia. The cross-national perspective serves to expand and diversify the global discourse of early childhood education and teacher education.

This book is a comparative study of how early childhood educational policies and initiatives in three countries—China, India, and the United States—have been utilized as both direct and indirect strategies for responding to fierce global economic competition. Human capital theory and cultural ecology theory serve as the conceptual framework for discussing how this has played out in each of the three countries. In addition, this book presents a discussion and analysis of how the beliefs, parents’ perspectives, and practices with regard to child-rearing and the education of young children have both changed and remained the same in response to forces of globalization.

Diverse Early Childhood Education Policies and Practices explores issues in early childhood education and teacher preparation in five Asian countries: India, Singapore, China, Sri Lanka, and the Maldives. Some observed classrooms in these countries reflect influences that are simultaneously indigenous and colonial, local and global. By highlighting the diverse and often hybrid classroom pedagogies at work in these 21st century Asian classrooms, the discussions in this book take into consideration the influence of globalization on local policies and practices, and the challenge educators face when they are expected to reconcile different and sometimes conflicting cultural and pedagogical world views.

Through a research-driven analysis of key issues such as recent revisions to national early childhood education policies, perceptions on "play-based and child-centered" pedagogy, curriculum and learning materials, and an emphasis on the teaching of values, this book illuminates the diversity of the observed classrooms as well as current trends in early childhood education in parts of Asia. The cross-national perspective serves to expand and diversify the global discourse of early childhood education and teacher education.

Diverse Early Childhood Education Policies and Practices explores issues in early childhood education and teacher preparation in five Asian countries: India, Singapore, China, Sri Lanka, and the Maldives. Some observed classrooms in these countries reflect influences that are simultaneously indigenous and colonial, local and global. By highlighting the diverse and often hybrid classroom pedagogies at work in these 21st century Asian classrooms, the discussions in this book take into consideration the influence of globalization on local policies and practices, and the challenge educators face when they are expected to reconcile different and sometimes conflicting cultural and pedagogical world views.

Through a research-driven analysis of key issues such as recent revisions to national early childhood education policies, perceptions on "play-based and child-centered" pedagogy, curriculum and learning materials, and an emphasis on the teaching of values, this book illuminates the diversity of the observed classrooms as well as current trends in early childhood education in parts of Asia. The cross-national perspective serves to expand and diversify the global discourse of early childhood education and teacher education.

This book is a comparative study of how early childhood educational policies and initiatives in three countries—China, India, and the United States—have been utilized as both direct and indirect strategies for responding to fierce global economic competition. Human capital theory and cultural ecology theory serve as the conceptual framework for discussing how this has played out in each of the three countries. In addition, this book presents a discussion and analysis of how the beliefs, parents’ perspectives, and practices with regard to child-rearing and the education of young children have both changed and remained the same in response to forces of globalization.