Leaders as the Learning Architects: Early Childhood Curriculum Leadership in China

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-15 - Leadership Ties to Teacher Self-Efficacy, Retention, and Curriculum Implementation

Abstract

There remain significant knowledge gaps in understanding early childhood curriculum (ECC) leadership (ECCL) in Chinese contexts. To examine ECCL in such contexts, this study analysed and interpreted data from interviews with leaders in five Chinese kindergartens using the theoretical tools of the ‘Planning, Experimentation and Reflection’ model and the cultural-historical activity theory. Data from classroom observations and curriculum documents were used to check and supplement the interview findings. The evidence indicated that, in each of the Chinese kindergartens, (1) the leaders played various roles in different stages of ECC innovations; and (2) the leading process in ECC innovations involved critical events along the expansive learning cycles. The characteristics of ECCL were drawn from these cases to develop a multistage model.

Author

• Weipeng Yang, Singapore University of Social Sciences