Implementation of Future Early Childhood Education Curriculum that Meets the Aspirations of Today’s Parents
DOI:
https://doi.org/10.30651/psychoseries.v1i1.25229Keywords:
curriculum innovation, curriculum reform, parental expectationsAbstract
In today's fast-changing society, parents’ expectations for early childhood education have broadened beyond academic achievement to include social responsibility, emotional regulation, creativity, and skills for future adaptation. As a vital foundation for children's growth, early education must evolve through curriculum innovation to meet these needs. This study explores how to design and implement curricula that align with modern parental expectations, drawing on the practical experiences of educators and researchers. The goal is to provide valuable insights for optimizing early childhood education to support children’s holistic development in a changing world.
References
Chen, D., Chen, Y., & Chi, J. (2024). Early c hildhood teachers amid China’s curriculum reforms: from a literature review. International Journal of Child Care and Education Policy, 18(1), 8.
Choy, G. (2017). Chinese culture in early educational environments. Early childhood education in Chinese societies, 31-52.
Cochran, M. (2011). International perspectives on early childhood education. Educational Policy, 25(1), 65-91.
Fan, X., Nyland, B., & Nyland, C. (2016). What knowledge and skills do Chinese kindergarten, teachers need in a time of reform: Director’s perspectives. Asia Pacific Journal of Early Childhood Education Research, 10(3), 27-48.
Zhu, J., & Zhang, J. (2018). Review and reflection on the curriculum reform of early childhood education in China. International handbook of early childhood education, 1173-1189.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Yu Simin, Mohd Nazri Bin Abdul Rahman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
