of the most vigorous world economies today. Using grounded data, this book examines Chinese kindergarten teachers’ interpretations of creativity in relation to their ideas of children’s learning and cognition. It discusses how their practice is influenced by their social and cultural environment, schooling experiences and professional training, and how these determine their interpretations of creativity and children’s learning.The case studies presented here exemplify the ways in which Western pedagogy, believed to be effective in fostering creativity in children, is being implemented in parts of China. They show how the pedagogy is not merely transplanted but is interpreted and transformed according to Chinese social and cultural values. The relationship is explored between different pedagogical strategies and the development of cognition, abilities and skills in the next Chinese generation.This book is for early years teachers, teacher educators and those interested in understanding the past and current pedagogies in teaching young children in China.

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