This book provides a refreshing look at kindergarten teachers' practical knowledge and their
context-specific reasoning of the usefulness of constructivism from a culturally emic
perspective. Examining the similarities and differences between constructivism and Confucianism
from both instructional and moral perspectives it provides a unique contribution to teaching
and teacher education. An understanding of the compatibility between constructivism and
Confucianism is valuable in cross-cultural exchange and learning and as such the book is a
great source for educational researchers in a time of globalization.
