Implementing Cultural Existentialism Pedagogy in Early Childhood Education: Evidence from Chinese Kindergarten Teachers and Supervisors

YingYing  Zhao; Panjanat  Vorawattanachai; Yudhi  Arifani

doi:10.48161/qaj.v6n3a2560

Authors

YingYing Zhao Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand; https://orcid.org/0009-0002-2089-709X
Panjanat Vorawattanachai Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand; https://orcid.org/0009-0005-3986-2606
Yudhi Arifani ArifaniInstitute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand; English Education Department, Postgraduate Program, Universitas Muhammadiyah Gresik, Gresik 61121, Indonesia. https://orcid.org/0000-0003-4615-8439

DOI:

https://doi.org/10.48161/qaj.v6n3a2560

Keywords:

Cultural existentialism pedagogy, Early childhood education, Teacher beliefs, Professional development, Reflective practice, Educational leadership.

Abstract

A notable gap exists in establishing clear criteria and reliable tools to measure effectiveness, particularly in early childhood education. This mixed-methods study identifies perspectives on beliefs and practices of cultural existentialism pedagogy (CEP) among 500 kindergarten teachers and 252 supervisors in China, with 30 interviewed teachers and 30 supervisors. The Mann-Whitney U test was used for quantitative analysis, revealing no significant differences between the perspectives of teachers and supervisors (p < 0.05). The two groups of participants reported the need for greater confidence, professional development, and institutional support in implementing CEP in Chinese kindergartens. Qualitative interviews identified key barriers, including a lack of resources, insufficient training, and financial constraints. Teachers expressed a desire for training workshops and more accessible teaching resources, while supervisors stressed the importance of policy-level interventions and curriculum integration to promote CEP. Both groups also agreed on the necessity of teacher identity development and reflective practice for successful CEP adoption. The study suggests that comprehensive training programs and policy changes are critical for enhancing CEP integration in early childhood education. These findings highlight the importance of both individual and institutional support in overcoming barriers to effective pedagogical change in kindergarten education.

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