ISSN: 2226-6348
Open access
With the proposed of three-level curriculum system since 2001, in the development of the new round of basic education curriculum reform in China, kindergarten-based curriculum development plays an important role in China’s kindergarten curriculum reform. Kindergarten-based Curriculum Development Competencies (KBCDC) for kindergarten teachers are emphasized. This study used a Systematic Literature Review (SLR) to analyze KBCDC definition and KBCDC levels in Western countries and China, which includes determining the topic, forming keywords, searching for literature, building & analyzing the themes, and forming conclusions. Ultimately, it was found that competencies and curriculum development are the two main sources of the definition of KBCDC. KBCDC is the competencies required for kindergarten teachers to develop curriculum in the field of Early Childhood Education (ECE), with the uniqueness of kindergarten as the basis. The levels of KBCDC in Western countries and China is different. In Western countries, KBCDC has developed earlier and has formed a mature system of kindergarten-based curriculum, but KBCDC for kindergarten teachers still faces challenges. In China, the development of KBCDC is relatively late, and kindergarten teachers in both urban and rural areas face many difficulties. The development level of KBCDC in rural areas is lower than that in urban areas. This study is of great significance in that it not only provides a complete theoretical framework for KBCDC definition, but also analyses in depth KBCDC levels in Western countries and China, while the differences between KBCDC levels in Western countries and KBCDC levels in China are theoretically confirmed. These conclusions bring breakthrough significance and provide a theoretical basis for kindergarten-based curriculum developers and subsequent research.
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(Li et al., 2024)
Li, Z., Sihes, A. J. Bin, Li, Y., & Zhao, Y. (2024). Exploring Kindergarten-based Curriculum Development Competencies in Western Countries and China. International Journal of Academic Research in Progressive Education and Development, 13(2), 368–381.
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