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learning and learners in early childhood curricula: Australia, Japan and China

journal contribution
posted on 2017-02-01, 00:00 authored by Karen GuoKaren Guo, K Kuramochi, W Huang
Conceptions of learning and learners underpin and lend legitimacy to curriculum decisions. This study engages with the national early childhood curriculum documents of three countries, Australia, Japan and China in order to understand their conceptions of learning and learners. The lens through which we explore learning and learners is one that privileges curriculum as an important document in which the concepts of learning and learners are understood. The purpose of this cross-national
comparison is twofold: it analyses learning and learners in each curriculum document to consider ways in which the concepts are constituted; and it compares the three curricula with regard to their expressions of the concepts in order to identify how national and global contexts influence early childhood curricula. Concept analysis provides
an approach with which to explore learning and learners, and consequently a useful way of understanding them across the three documents. While findings highlight some similar articulations of the concepts, significant differences are detected. It is argued that the documents produce distinctive national and global versions of learning
and learners. The study is expected to become a catalyst for national and international discussions of key curriculum terms.

History

Journal

Curriculum Perspectives

Volume

37

Issue

1

Pagination

39 - 49

Publisher

Springer

Location

Australia

ISSN

0159-7868

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

Australian Curriculum Studies Association 2017