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Cultural nuances in preschool education: a comparative analysis of classroom rules perception in China and Thailand

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Abstract

This study explores the differences in preschool teachers’ perceptions of classroom rules in a cross-cultural context, to help preschool teachers cope with cultural differences and construct appropriate classroom rules. The study conducted semi-structured interviews with 26 in-service preschool teachers from China and Thailand. The findings indicated that teachers’ perceptions of the functional significance of classroom rules were generally consistent between the two countries, and that differences existed in the perceptions of the sources, settings, and implementation of rules, and that teachers’ perceptions were closely related to their practice experiences and developmental levels. This study provides a novel contribution by investigating how cultural nuances shape preschool teachers’ perspectives on classroom rules in China and Thailand, it unveils distinct insights into educational practices, contributing to cross-cultural understanding and offering practical implications for effective teaching strategies in diverse contexts. Teachers’ perceptions of classroom rule violations in the face of young children had both similarities and differences, as well as different ways of dealing with them. It has been shown that despite the increasing prevalence of intercultural learning among younger learners, teachers’ perceptions and implementation of intercultural teaching and learning are not adequate. By analyzing preschool teachers’ perceptions of classroom rules in China and Thailand, we argue that understanding the cultural differences between the two countries and focusing on the educational culture of the target country can effectively help teachers establish and implement rules while helping young children understand them.

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  1. Faculty of Education, Yunnan Normal University, Kunming, China

    Li Tian

  2. School of International Chinese Language Education, Yunnan Normal University, Kunming, China

    Huixuan Chang, Tianyu Wang & Ying Dao

  3. Fangchanupathum School, Fang District, Chiang Mai, Thailand

    Sanikun Khampheera

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All authors agreed on the content of the study. LT, HC, TW, YD and SK collected all the data for analysis. TW agreed on the methodology. LT, HC, TW, YD and SK completed the analysis based on agreed steps. Results and conclusions are discussed and written together. The author read and approved the final manuscript.

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Correspondence to Tianyu Wang.

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Tian, L., Chang, H., Wang, T. et al. Cultural nuances in preschool education: a comparative analysis of classroom rules perception in China and Thailand. Curr Psychol 43, 20209–20234 (2024). https://doi.org/10.1007/s12144-024-06055-9

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