Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model

Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model

• Chen, Jennifer J Kean University
• Li, Hui Shanghai Normal University

Journal of Research in Childhood Education, 37(2), 292-309, 2023

Taylor & Francis

2023

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Early Childhood Curriculum Early Childhood Pedagogy HighScope Curriculum Hybrid Mode Project Approach

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

In this conceptual paper, we propose a new three-pronged theoretical framework derived from Chinese philosophy: (1) Tian Shi (timing), (2) Di Li (context), and (3) Ren He (human capital). Specifically, we delineate the nature of Tian Shi, Di Li, Ren He required for the successful translation of top-down education policy into practice using Hong Kong as a case example. Applying this new conceptual framework, we conducted secondary data analysis of two cases examining the implementability of U.S.-originated and popular child-centered early childhood models by Hong Kong kindergarten teachers (serving children ages 3–6), with one case focusing on the Project Approach in one kindergarten, and the other on the HighScope Curriculum in another kindergarten. The findings revealed that Hong Kong had not yet attained favorable Tian Shi, Di Li, Ren He to render success in these kindergarten teachers’ adoption of imported early childhood approaches with fidelity due to incompatibility in sociocultural and educational realities as well as professional competence. Instead, the teachers’ implementation behaviors made a case for a hybrid model as a viable and potentially sustainable solution to reconcile these contextual incompatibilities by weaving local and global practices into a conflation. © 2022 Childhood Education International.

• English

Journal Articles

• 02568543

• 10.1080/02568543.2022.2107588

https://bibliography.lib.eduhk.hk/en/bibs/fc0a16e4

2024-07-11