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A Sheffield Hallam University Thesis Perspectives on curriculum and pedagogy in a private kindergarten in China GUO, Yuan Available from the Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/13338/ A Sheffield Hallam University thesis This thesis is protected by copyright which belongs to the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Please visit http://shura.shu.ac.uk/13338/ and http://shura.shu.ac.uk/information.html for further details about copyright and re-use permissions. .earning arid information Services Adsetis Centre, City Campus Sheffield S1 1WD 102 113 345 0 REFERENCE ProQuest Number: 10697037 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10697037 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Perspectives on curriculum and pedagogy in a private kindergarten in China Yuan GUO A thesis submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Philosophy July 2016 Abstract Set against the rapid development of private kindergartens in China in the last two decades, this thesis explores the Chinese perspectives of practitioners, parents and children on the curriculum and pedagogy of a private kindergarten delivering the Western Multiple Intelligence (Ml) programme. This ethnographic study captures practitioners and parents perspectives by employing multiple methods including participant and non-participant observations, formal and informal interviews. It generated data on children's views through multiple participatory techniques. Research findings identify a changing perspective of childhood and children's rights in early childhood education and care (ECEC) provision in China. Practitioners and parents demonstrated a positive view about the Ml programme and supporting children’s learning in relation to their different patterns of intelligences. Children liked the opportunities to develop their own interests in the areas of play provision linked to individual intelligences. Whilst practitioners and parents valued play-based activities in the Ml programme, children conceptualised play differently and viewed some activities as 'learning' rather than 'play', which were defined by adults as 'play'. Practitioners and parents believed there was rich provision for 'play', however children felt opportunities for 'play' at kindergarten were fairly limited, in particular their 'play' time had been reduced in the final year of kindergarten due to the pressure of the transition from kindergarten to primary school. Children generally felt controlled and led by adults for most of their time at kindergarten and they articulated competently their interests, preferences and experiences in the kindergarten. The thesis identifies a need for Chinese policy-makers and ECEC practitioners to address the challenges of transplanting international programmes to a society with a Confucian educational tradition. Addressing the issue of children's participation in and construction of their kindergarten life would require acknowledging a wider range of stakeholder perspectives, including children's own voices. Statement I declare that this PhD thesis is the end result of my own work carried out in accordance with the regulation of Sheffield Hallam University. The work is original, and any views expressed in this thesis are those of the author, except where indicated by reference in the text. It is submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Philosophy and has not been presented to any other institution in support of an application of any other academic award. Signed: Yuan GUO Date:...05 July 2015... iii Acknowledgements I wish to express my sincere gratitude and appreciation to the incredible people around me throughout the entire journey of this PhD study: To Dr Ros Garrick, your direction and dedication have inspired me to achieve my goals. I could not have done this without your constant patience, encouragement and support. Thank you for the excellent role model you provided as a successful researcher and professional in early years. To Dr Ning Tang, your wisdom and commitment are outstanding examples; you have taught me that nothing is impossible. This would not have been completed without your long hours of assistance and your faith in me. To Dr Manuel Madriaga, your support and faith in me brought me to accomplish. Thank you for the valuable advice and cheerful spirit you provided me with. To the children, staff and parents who participated in this research. I am truly grateful to all the work each of you did to contribute to this success. To my husband, Mr Liang Qiao, your love is strength. Thank you for always being there for me. You have taught me that I can reach all the goals through hard work and perseverance. I really cherish our true and pure love. To my best family and friends, your love, warmth and care inspire me to be superior to any challenge. Thank you for being in my life. Table of Contents Abstract ii Statement iii Acknowledgements iv List of Contents v-x List of Tables xi List of Figures xii List of Appendices xiii Chapter 1 Introduction 1-11 1.1 Rationale for research 1 1.1.1 Personal background 1 1.1.2 General statement 5 1.2 Research questions 8 1.3 Thesis structure 9 Chapter 2 Research context and background 12-89 2.1 Early childhood education and care within a Western context 12 2.1.1 Constructions of childhood and early childhood 13 education and care 2.1.1.1 Understanding childhood 13 2.1.1.2 Children's rights 16 2.1.2 Curriculum, pedagogy and culture 17 2.1.2.1 Definition of curriculum and pedagogy 17 2.1.2.2 Culture 20 2.1.2.3 Influential models of curriculum and pedagogy 23 2.1.2.4 Multiple Intelligences theory and the programme 27 2.1.3 Perspectives on curriculum and pedagogy 30 2.1.3.1 Practitioners’ perspectives 30 2.1.3.2 Children's perspectives 34 2.1.3.3 Parents'perspectives 38 2.2 Early childhood education and care provision and 42 kindergarten education in China v 2.2.1 Political, economic and cultural implications 43 2.2.2 Different provision of early childhood education and care 47 2.2.3 Kindergarten provision 50 2.2.3.1 Public kindergarten 50 2.2.3.2 Private kindergarten 52 2.2.4 Historical development of kindergarten education 55 2.2.4.1 After 1979 55 2.2.4 2 From the 1990s 56 2.2.4.3 Since 2000 58 2.2.5 Approaches and methods of teaching and learning 61 2.2.5.1 Curriculum and pedagogy 61 2.2.52 The daily kindergarten programme 65 2.2.5.3 Play 70 2.2.5.4 Transition to school 76 2.2.5.5 The Multiple Intelligences programme 77 2.2.6 Practitioners in China's Kindergartens 79 2.2.6.1 A gendered staff structure 79 22.5.2 Training, qualifications and employment 81 conditions 2.2.7 The One-child policy and parental expectations 82 2.3 Summary 88 Chapter 3 Methodology 90-136 3.1 Research design 90 3.1.1 The research design and methodology 90 3.1.1.1 The rationale for qualitative research 91 3.1.1.2 The rationale for ethnography 93 3.1.2 Working with young children 95 3.1.3 Selection of the site 99 3.1.3.1 The city 101 3.1.3.2 The chain 102 3.1.3.3 The kindergarten 103 3.1.4 Selection of participants 105 3.1.4.1 Sampling strategies 105 3.1.4.2 Characteristics of participants 107 vi 3.1.5 Ethical considerations 109 3.2 Ethnographic techniques and fieldwork 113 3.2.1 Pilot study 113 3.2.1.1 Pilot in England 113 3.2.1.2 Pilot in China 115 3.2.1.3 The implications of my pilot studies 117 3.2.2 Non-participant observation 120 3.2.3 Participant observation 122 3.2.4 In-depth interviews 125 3.2.4.1 Interviews with practitioners 126 3.2.4.2 Interviews with parents 128 3.2.5 Researching with young children 129 3.2.6 Data analysis 133 3.2.6.1 Data management 133 3.2.6.2 Approach to data analysis 133 3.3 Summary 136 Chapter 4 Practitioners’ perspectives 137-165 4.1 Staff background information 137 4.1.1 Personal information and professional backgrounds 138 4.1.2 Positions, roles and responsibilities 141 4.1.2.1 Management staff 141 4.1.2.2 Classroom staff 143 4.2 Views on curriculum and pedagogy 147 4.2.1 The Multiple Intelligences programme 148 4.2.1.1 Individual differences 148 ________ 4.2.1.2 Areas of play provision ______________________ 153 4.2.2 Views of traditional approaches 156 4.2.2.1 Criticism of traditional ways of teaching 156 4.2.2.2 Tensions 158 4.3 Discussion 160 Chapter 5 Parental perspectives 166-213 5.1 Background of parents 166 vii 5.2 Choosing the Newton Multiple Intelligences Chinese 169 kindergarten 5.2.1 Choosing an international Multiple Intelligences 169 programme 5.2.2 Expectations of bilingual environment 170 5.2.3 Wanting high quality private provision 172 5.2.3.1 Physical environment and facilities 173 5.2.3.2 Convenience 174 5.2.3.3 Staff sense of'customer service' 175 5.2.3.4 A non-traditional
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