초록 열기/닫기 버튼
The argument in this paper is two‐fold: (1) Policy making should reflect a consideration for sociocultural factors; and 2) Policy making, whether or not policy makers realize it or desire it or not, inevitably reflects the influence of sociocultural factors. Cultural forms of ECEC are valuable, under‐appreciated, and endangered by globalization and pressures to modernize, rationalize, and compete with those of other countries. These beliefs and practices should be preserved and treasured. But they should not be viewed as fixed. Early childhood education practitioners, policy makers, and scholars should value the early childhood educational beliefs and practices of their culture and should think of them as national treasures, as patrimony, as endangered educational ecology, which it is their responsibility to protect and pass on to the next generation.
