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The study synthesizes selected literature using a multilevel curriculum framework that distinguishes formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology. Findings show a shared constructivist orientation shaping formal curricula, contextualized perceptions rooted in indigenous values, and limited realization of embedded Western ideology within operational implementation. 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(2) the perceived curricula have been  \nCorresponding authors:  \nWeipeng Yang, Department of Early Childhood Education, The Education University of Hong Kong, Room B2-2/F-27, 10 Lo Ping Road, Hong Kong SAR, China.  \nEmail: wyang@eduhk.hk  \nNote: Professor Hui Li’s affiliation has changed to Shanghai Institute of Early Childhood Education, Shanghai Normal University.  \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)).  \nheavily influenced by the indigenous values and contextual realities; and (3) the Western ideology embedded in the formal curricula has not been realized, as reflected in the operational curricula. Originality/Value: The phenomenon of curriculum hybridization has been scrutinized to explain these findings regarding curriculum ideologies and practices. As confirmed by the findings and theoretical explanations, the 3CAPs framework (culturally, contextually, and child-individually appropriate practices) can be employed to guide the development of ECC in policies and practices.  \nKeywords  \nChina, cultural glocalization, curriculum hybridization, early childhood curriculum, Singapore Date received: 2 April 2021; revised: 21 July 2021, 12 September 2021; accepted: 23 November 2021  \nGlobalization of education has driven most countries toward the same set of ideas, discourses, values, and ideologies about early childhood curriculum (ECC), education, and quality. China and Singapore are no exception. Since the turn of this millennium, the two countries have launched large-scale national reforms to thoroughly transform their preschool and K-12 curricula, intending to make them more “globalized” or “Americanized”(Li et al., 2012) . One might assume that such large-scale reforms should have been based on the scientific, sound, and supportive evidence generated from the local pilot or implementation studies. However, this kind of taken-for-granted assumption has not been tested by a systematic analysis of the policymaking and implementation in China and Singapore. This means, if this assumption could not be confirmed, one has a strong reason to challenge the intention, rationality, and rigorousness of these national reforms. This article presents a scoping review","cbCainPUFDKMVkGX","https://ap.wps.com/l/cbCainPUFDKMVkGX","pdf",1154927,29,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Keywords\n# Introduction\n## Globalization and ECC reforms in China and Singapore\n# Context Comparison\n## China: ECE system and ECC policies\n## Singapore: ECE services and policy approach","[{\"question\":\"What is the purpose of the scoping review in this article?\",\"answer\":\"To review internationally published research on early childhood curriculum reforms in China and Singapore and explore the joint and interactive effects of globalization and localization in both contexts.\"},{\"question\":\"Which framework does the study use to analyze the selected research?\",\"answer\":\"A multilevel curriculum framework covering formal curriculum, perceived curriculum, operational curriculum, and curriculum ideology.\"},{\"question\":\"What do the findings suggest about curriculum hybridization in China and Singapore?\",\"answer\":\"Both countries rely on a constructivist orientation for formal curricula; perceived curricula are strongly influenced by indigenous values and contextual realities; however, Western ideology embedded in formal curricula is not realized in operational curricula.\"}]","Curriculum Hybridization and Cultural Glocalization - A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore | PDF",1792092361,73]