Universality versus culturality in early childhood education (ECE): What are they and where are they located in the everyday practice of Chinese and English ECE?

Criticisms on the dominance of ‘Western’ mores and values in shaping early childhood education (ECE) curriculum frameworks in Asian contexts have led to arguments for culturally appropriate pedagogy that addresses conflict and fusion of Western and non-Western cultures. However, whether concerns about quality of practice in ECE relate to cultural differences or structural limitations is not empirically established in existing literature. There is ongoing debate on whether international quality standards are possible/necessary. Our paper responds to the research gap and adds insight into universality and culturality of quality ECE from cross-cultural perspectives. Taking interpretative approach, four scholars from China and England seek to make sense of observed differences across English and Chinese practices in ECE. Interpretative Phenomenological Analysis (IPA) informed our data analysis, and a three-stage inter-researcher and cross-cultural analyses were followed. Our reflections challenge the deficit model often associated with Chinese ECE practices in international literature. Findings suggest full contextualisation and cultural understanding are essential in interpreting different practices; whereby cross-cultural reflections among researchers and practitioners offer learning opportunities for such understanding.