East Meets West: The Differences in Early Childhood Education

When I first moved to China as a bright-eyed and bushy-tailed educator, I was warned by other teachers that one of the most difficult parts of my job would be explaining the Western idea of early childhood education (ECE) to Chinese parents. Sure enough, a large part of my day is spent trying to explain, through a language barrier, how the controlled chaos in my classroom is actually a thoughtful and constructive learning environment.

That’s because the Chinese and Western philosophies of ECE are fundamentally different. Not better or worse. Just different. Entire papers could be written about this subject, but I think the easiest way to explain it is in four parts: the perceived goals of ECE in Eastern and Western systems, the methods used in the two systems to achieve those goals, and the pros and cons of each approach. For clarity, I am using the strictest interpretations of these philosophies. As with most things, there are varying degrees, and most educators on both sides gravitate towards the middle.

The Goals:

Eastern: Children should have specific, measurable tools like language, math, and writing skills, that will serve them as they move into upper education. The teacher’s job is to present the student with the correct answer; the student’s job is to learn it. Memorization and recitation are vitally important. Critical thinking will be learned in the upper grades after foundational knowledge has been absorbed.

Western: Children should be eager students who ask questions and seek answers. The teacher’s job is to set up learning situations and guide children through the process of learning. The child’s job is to actively engage in all activities, ask questions, and work to find the answers. While functional skills like language are taught and encouraged, they are secondary to fostering creative and critical thinking processes.

The Methods:

Eastern: The teacher is almighty and holds all knowledge and power as far as the students are concerned. Students are expected to sit, focus and absorb. In the strictest version of this philosophy, questions outside of clarification are frowned upon, and fun is considered frivolous and potentially even harmful to the learning process. Drills and flashcards are heavily featured and homework is mandatory. This is a product-oriented format so there are no acceptable alternative answers.

Western: The teacher is more of a benevolent learning guide in this scenario. They are in charge but should be open to many possible correct answers. Most lessons are play-based, and it is expected that all children will participate, with physical interaction and tactile stimulation considered just as important as watching and listening. Questions are actively encouraged, and teachers rarely present a correct answer. Instead, the focus is on the process of trying to figure something out through trial and error, in order to build the flexibility of thought that is needed for creative problem-solving. Students are rarely given homework at this age, and checklists of vocabulary words or flashcards are rarely seen. In many cases, they are flat-out discouraged. Binary learning will be a focus later in their educational career. For now, the objective is a child who loves the process of learning and who can discover solutions for themself.

The Pros:

Eastern: Children learn a lot of information very quickly. Parents and teachers know almost immediately if a child is learning the material and can course-correct if they are not. The ability to absorb and retain mass quantities of information can be helpful in a lot of fields of study – particularly the sciences and law. This is an ideal situation for children who need order and quiet to think. Hyper-structured environments allow some children to feel safe because they know what is expected at all times.

Western: This type of learning creates innovative thinkers who see multiple solutions to problems, and it prompts children to build self-confidence because they learn how to make mistakes and grow from them. It’s also very low-stress for most children, which is good for overall development. We also see a higher percentage of “lifelong learners” with this Western ECE philosophy because learning is seen as a joyful experience. It also provides a more productive environment for children who have alternative learning styles, as there are multiple ways to express knowledge.

The Cons:

Eastern: It teaches a binary way of thinking that can inhibit creativity in some. The need to achieve within a narrow set of parameters can contribute to a high-stress environment that gives way to emotional issues like anxiety disorders. Limited opportunities for self-expression can also have effects on more creative children, and those with learning conditions like dyslexia may fall behind or never get an opportunity to show their skill set in a way that is conducive to their knowledge base.

Western: This requires an immense amount of patience on the part of the teacher and can be frustrating for parents when measurable results don’t appear quickly. Having a poorly-trained teacher can ultimately result in the equivalent of all-day play, and some students who need a more structured class can become overwhelmed in his scenario. Because multiple solutions are encouraged, some children will have difficulty in situations where there is a black-and-white answer.

Mix it up!!!

I personally think the two methods have a lot to learn from each other. Handwriting and math shouldn’t be left until a child is in first or second grade. They are vital skills and should be introduced early. But there is a way to teach these and similar skills that allow for creative expression and won’t exclude those with different ways of absorbing information. The truth is that the greatest achievers in world history had minds that were creative enough to imagine something new and disciplined enough to bring it into reality. 

KEEP READING: Grand Parents’ Roles And Expectations in Different Cultures

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