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The commentary highlights how curriculum hybridization and cultural glocalization can address global–local dissonance in early childhood curriculum policy and practice between China and Singapore. It interprets Yang and Li’s scoping review as revealing a divergence point in implementation and a convergence point for resolving ideological and cultural incongruence, and proposes a three-part conceptual framework: foreground, background, and middle ground, with recommendations for advancement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Landscape  \nJennifer J. Chen (陈君丽)  \nKean University  \nHighlights  \nECNU Review of Education 2022, Vol. 5(2) 328–337 © The Author(s) 2022 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311221092035](DOI: 10.1177/20965311221092035)[ ](DOI: 10.1177/20965311221092035)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \n• This commentary centers on one of the insightful articles in this Special Issue: “Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore,” authored by Yang and Li (2022) .  \n• The commented article provides insights and directions regarding early childhood curriculum policy and practice in China and Singapore.  \n• Aligning with Yang and Li’s (2022) findings, this commentary further paints a new threecomponent framework (the foreground, the background, and the middle ground) for understanding and harmonizing the global–local dissonance in the early childhood curriculum landscape.  \n• Leveraging both hindsight and foresight, this commentary also provides insights for policy and practice to advance a harmonious early childhood curriculum landscape in China and Singapore as well as in other societies confronted with similar predicaments.  \nKeywords  \nChina, curriculum policy and practice, early childhood curriculum, global culture, local culture, Singapore  \nDate received: 2 January 2022; accepted: 5 January 2022  \nCorresponding author:  \nJennifer J. Chen, Professor of Early Childhood & Family Studies, School of Curriculum and Teaching, College of Education, Kean University, 1000 Morris Ave., Union, NJ 07083, USA.  \nEmail: [jchen@kean.edu](jchen@kean.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nI am honored by the invitation from the Guest Editors (Dr. Weipeng Yang, Dr. Marek Tesar, and Prof. Hui Li) for the Special Issue on “Childhood, Curriculum, and Culture in Diverse Contexts”to comment on one of the included insightful articles. Given that one of my research programs focuses on early childhood curriculum, pedagogy, and policy in Eastern and Western cultures, Iam delighted to construct a commentary around the article, “Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore,” authored by Weipeng Yang and Hui Li (two admirable experts and scholars of early childhood education in Chinese societies) .  \nIn their article, Yang and Li (2022) reviewed the theoretical and empirical literature related to the policy and practice of implementing imported progressive early childhood curriculum ideologies in China and Singapore. I interpret their review as revealing two key points: (1) the point of divergence and (2) the point of convergence. First, the cultural and ideological incongruence between the Contemporary Western context and the traditional Confucianism-inspired Chinese context appears to have contributed to a noticeable point of implementation divergence. Second, to resolve this divergence, “curriculum hybridization” and “cultural glocalization” are identified as critical points of implementation convergence. Yang and Li’s (2022) article contributes synthesized insights to the early c","cbCaiiLEZK9l6kBo","https://ap.wps.com/l/cbCaiiLEZK9l6kBo","pdf",892079,"English","# Introduction\n# Responses to Global Influences: The Domain of Possibilities\n## Cultural consonance and plausible consequences\n# Foreground, Background, and Middle Ground Framework\n## Harmonization of global and local realities\n# Recommendations for Policy and Practice","[{\"question\":\"What does Chen’s commentary focus on?\",\"answer\":\"It centers on an insightful special-issue article by Yang and Li and uses it to discuss curriculum policy and practice in China and Singapore.\"},{\"question\":\"What are the key divergence and convergence points in Yang and Li’s review?\",\"answer\":\"Chen interprets the review as showing (1) a divergence point driven by cultural and ideological incongruence and (2) a convergence point where “curriculum hybridization” and “cultural glocalization” become critical.\"},{\"question\":\"What is the three-component framework proposed in the commentary?\",\"answer\":\"The framework consists of the foreground (Western-derived global ideologies), the background (local cultural and contextual realities), and the middle ground (harmonization of the two).\"}]","Between the Foreground and the Background Lies the Middle Ground: Painting a Harmonious Early Childhood Curriculum Landscape - academic commentary and policy framework | PDF",1792092358,25]