Play and/or Learning: Comparative Analysis of Dominant Concepts in National Curriculum Guidelines for Early Childhood Education in Norway, Finland, China, and Hong Kong

Abstract

This chapter comparatively analyzes the most recent national curriculum guidelines for early childhood education (ECE) in Norway, Finland, China, and Hong Kong. By exploring the aims and dominant concepts in the guidelines, we aspire to better understand how governments of different cultures utilize the dominant concepts, that is, play and learning to manage and facilitate ECE and children’s development. The major data sources are the national curriculum guidelines for ECE and major policies directing and/or influencing the formulation of the guidelines. Content analysis and comparative analysis methods are utilized to analyze the documents. Through analysis and comparison, this chapter aims to inspire policy makers, practitioners, and interested parties in the four cultures and internationally to understand and reflect on their own ECE so that ECE can be better approached in their own culture as well as in settings of diverse cultures.

Citation

Hu, A. and Ødegaard, E.E. (2019), "Play and/or Learning: Comparative Analysis of Dominant Concepts in National Curriculum Guidelines for Early Childhood Education in Norway, Finland, China, and Hong Kong", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2018 (International Perspectives on Education and Society, Vol. 37), Emerald Publishing Limited, Leeds, pp. 207-224. https://doi.org/10.1108/S1479-367920190000037016