Problems and Structural Dilemmas in Integrating Traditional Culture into Kindergarten Curriculum Design and Implementation in Shandong Province, China
List of Authors
Wei HuiSuan, Xu Yunrong
Keyword
Traditional culture, Kindergarten curriculum, Curriculum design, Curriculum implementation, Core Dilemma Triangle, Shandong Province, Early childhood education
Abstract
This study investigates the challenges in integrating traditional Chinese culture into kindergarten curricula in Shandong Province, China. Using a mixed-methods approach, data were collected through classroom observations (15 teachers and children), questionnaires (120 parents, 120 teachers, 40 principals), and in-depth interviews. The analysis revealed a "Core Dilemma Triangle" comprising three interconnected problems: fragmented curriculum design lacking systematic planning; insufficient teacher competence in cultural knowledge and pedagogical transformation skills; and contextual challenges including children's developmental differences, weak home-school collaboration, and limited resources. These factors form a self-reinforcing structure that hinders deep cultural integration. The study concludes that the problems are systemic and require comprehensive solutions: developing systematic curriculum frameworks, enhancing teacher professional development, and strengthening home-kindergarten-community partnerships.