Study On The Cultural Appropriateness Of The Kindergarten Curriculum Under The Multicultural Background

Kindergarten curriculum culture under the multicultural background cannot beseparated from its cultural context. The world views, values, ways of thinking, andbehavior, etc. embodied in the national culture have melted into the blood of a nationas a national spirit. A wise nation will not sacrifice its traditional culture in the processof modernization. It is a wise choice for the preschool education culture to accept themainstream culture, agree with the national culture and tolerate foreign cultures at thesame time in order to maintain its vitality and sustainable development in themulticultural background. The development of modern curriculum culture alsodepends on the native culture. Those unique cultural factors in the national culture,not only make the kindergarten curriculum culture acquire more nationalcharacteristics, more vitality, more globalized, but also are the premise of the courseculture " why I am the way I am". They are the conditions under which it can dialoguewith the mainstream culture, and a solid backing-up for its further healthydevelopment.The world does not have the best education guided by the so-called "correcteducational concept". If the courses are devoted to treating all the children withoutdifference, they will continue to expand the unfairness in pre-school education insteadof weakening them. Therefore, cultural differences are what we are advocating. Onlywhen the development of kindergarten curriculum culture is suitable for differentnationalities and regions, can we realize the real equality in pre-school education.Taking kindergarten curriculum cultural appropriateness under the multiculturalbackground as the study field, this study first discusses its value pursuit andtheoretical basis, followed by the action research on the cultural appropriateness ofthe kindergarten curriculum based on the interpretation of its components. Finally, onthe basis of the theoretical and practical research, the supporting system ofkindergarten curriculum culture will be constructed, hoping that the culturallyappropriate kindergarten curriculum can be effectively realized. The basic content ofthis study is as followed:The introduction starts from the origin of the question, which points out that underthe multicultural background, the culturally appropriate kindergarten curriculum is theissue that should be attended in preschool education. Based on literature collection and analysis, this study combs and analyzes the existing research－culture andcultural appropriateness, cultural appropriateness of the kindergarten curriculum,curriculum under the multicultural background, which provide implications andreferences for this study. Besides, the research methodology and the specific researchmethods of this study are explained along with the research significance of culturalappropriateness of the kindergarten curriculum in the introductory part.The first chapter discusses the value pursuit of the cultural appropriateness of thekindergarten curriculum. Understanding and grasping the value pursuit of the culturalappropriateness of the kindergarten curriculum is an important foundation for thisstudy. This research, beginning with the basic point of cultural appropriateness,carries out an exploratory analysis and interpretation to its value pursuit. The mainvalue pursuit of the cultural appropriateness of kindergarten curriculum includes threeaspects－intercultural understanding and respect, the return of the realization ofchildren’s life and the dialectical unification of the diversified and unified curriculum.The second chapter is about the theoretical basis of the cultural appropriateness ofthe kindergarten curriculum. In many disciplines, the traditional Chinesephilosophical thoughts, postmodern thoughts, ecology, constructivism psychology,and the discussion on the relations of culture, education and children in educationalanthropology, provide the theoretical references for the research of culturalappropriateness of the curriculum, which constitute the theoretical basis of this study.The third chapter explains the elements in the cultural appropriateness ofkindergarten curriculum from the perspective of the cultural appropriateness of thegoal, the content, the implementation and the evaluation of the curriculum. It is aimedat the analysis of the real significance of the cultural appropriateness of the preschoolcurriculum through the explanation of its elements.The fourth chapter is about the action research based on the value pursuit, thetheoretical basis and the element explanation of the culture appropriateness of thekindergarten curriculum. The half-year action research on the cultural appropriatenessof the kindergarten curriculum carried out in a kindergarten in Baotou City, InnerMongolia, aims to verify the rationality of the theoretical research, and to have athorough reflection on the research process.The fifth chapter is to construct the supporting system of the culturalappropriateness of the kindergarten curriculum based on the theoretical and actionresearch. The supporting system is constructed mainly from four dimensions,including the establishment of the rationale, the protection of national policies, the optimization of the educational resources and the promotion of the preschool teachers’qualities as a teacher.