Academic journal article Cross - Cultural Communication

Inspection of Kindergarten Social Studies Curriculum Based on Civic Literacy Cultivation: A Case Study on China

Academic journal article Cross - Cultural Communication

Inspection of Kindergarten Social Studies Curriculum Based on Civic Literacy Cultivation: A Case Study on China

Article excerpt


This research aims to inspect the cultivation of civic literacy in kindergarten social studies curriculum from the perspective of cultivating qualified citizens. It mainly further explores the objective setting and contents of kindergarten social studies curriculum with case analysis. It has been discovered from researches that teachers tend to prefer the social development of children and cultivation of morality and behaviors in the curriculum target location and influence from Guidelines, Outlines and teaching reference books. It mainly selects a teaching reference book on the basis of the development level, knowledge preparation, interest hobby, etc. of the children, with the assistance of other teaching reference books and utilization of network curriculum resources. In order to accomplish the mission of social studies curriculum, it shall take the social studies curriculum as a comprehensive course, aiming to promote the civic competence and social comprehension of children and integrate the study.

Key words: Civic literacy; Civic literacy cultivation; Kindergarten social studies curriculum; Revise typeface


Children are the masters in the future world. Attitudes, values and behavioral habits formed in childhood stage will be of enduring influence (OECD, 2012). As a significant carrier of cultivating the civic literacy of children, the basic educational objective is to cultivate good citizens for the future society (ACEI, 2013; Wang, 2006). The social studies curriculum of kindergarten shall be devoted to enlightening children's consciousness of democracy, comprehension of rights and obligations, identification of basic social values, so that they can grasp the necessary knowledge, ability, attitude and values required in the globalization and multi-element cultural background (Ma & Wang, 2010).

In China, it is widely believed by pre-school teachers that social studies education is quite significant, but it fails to pay enough attention to the practice. Some even think that the time of social studies education can be 'sacrificed' in urgent conditions. Meanwhile, owing to the impacts of cognitive level, personal ability, and kindergarten environment on teachers, there may be different interpretations of the objectives and contents in social studies education (Yuan & Wang, 2008). Some teaches will regard the social studies education as common sense education, and social studies activities only help leam about the environment and important festivals, etc. Others may believe that social studies activities may help cultivate good habits and excellent qualities for children and leam about social mies, etc..

In this research, objectives and contents of social studies curriculum in kindergarten are examined from the perspective of cultivating qualified citizens, and current situations and problems in social studies curriculum are analyzed dynamically (activity observation and teacher interview) and statically (teaching case and teaching materials analysis).


1.1 Connotation of Civic Literacy

Literacy mainly refers to the knowledge, ability, attitude and values acquired, developed and obtained, and it is a dynamic process focusing on the education and cultivation. Civic literacy is determined by the relation between citizens, citizens and nature, citizens and society, and citizens must have knowledge, abilities, attitude and values (Cheng Youxin, 1996).

1.2 Kindergarten Social Studies Curriculum

At present, Chinese academic circle holds different illustrations of Kindergarten social studies curriculum. Zheng and Pang (2001) called it as social curriculum, thinking that 'social curriculum' is a course with cultivation of children's social feeling, attitude, values and behavior quality, and the promotion of children's social interaction ability as basic contents. Yu (2005) called it as social studies curriculum, thinking that it involves such humanities and social sciences as the sociology, history, geography, economics, psychology, culture, ethics, etc. …

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