Yang, W. (2018). Early childhood curriculum as cultural practice: A comparative study of school-based curriculum development in Hong Kong and Shenzhen. Doctoral dissertation, The University of Hong Kong, Hong Kong. https://hub.hku.hk/handle/10722/261567 

Yang, W., & Li, H. (2019). Early childhood curriculum in Chinese societies: Policies, practices, and prospects. Routledge. https://doi.org/10.4324/9781351027267 

• Looking at curriculum making across European nations, Mark Priestley, Daniel Alvunger, Stavroula Philippou and Tiina Soini make the case for curriculum thinking to be at the heart of educational practice in schools.

• Richard Pountney addresses the activist curriculum for dealing with global climate change.

• Weipeng Yang focuses on curriculum hybridisation in a ‘glocal’ and digital society.

• Elizabeth Rata addresses the knowledge focus in curriculum studies, reflecting on the academic knowledge in New Zealand’s curriculum.

• Taking a perspective from the European tradition of didaktik, Zongyi Deng examines knowledge, curriculum and teaching.

• Johann Muller and Ursula Hoadley consider the dilution of subject knowledge in the curriculum reform in South Africa between 1997 and 2021.

Yang, W. (2016). Rethinking school-based curriculum development in the era of globalisation: Challenges, approaches, and implications for early childhood education. In J. C. Mcdermott, & B. Kozuh (Eds.), Modern approaches in social and educational research (pp. 43-64). Department of Education, Antioch University. 

Yang, W., & Li, H. (2018). A school-based fusion of East and West: A case study of modern curriculum innovations in a Chinese kindergarten. Journal of Curriculum Studies, 50(1), 17-37. https://doi.org/10.1080/00220272.2017.1294710

Yang, W., & Li, H. (2018). Cultural ideology matters in early childhood curriculum innovations: A comparative case study of Chinese kindergartens between Hong Kong and Shenzhen. Journal of Curriculum Studies, 50(4), 560-585. https://doi.org/10.1080/00220272.2018.1428367

Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. The Curriculum Journal, 30(3), 279-297. https://doi.org/10.1080/09585176.2019.1568269

Yang, W. (2019). Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership. Contemporary Issues in Early Childhood, 20(1), 35-52. https://doi.org/10.1177%2F1463949119825501 

Yang, W., & Li, H. (2020). The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 1463949119900359. https://doi.org/10.1177%2F1463949119900359

Yang, W., & Li, H. (2022). Curriculum hybridization and cultural glocalization: A scoping review of international research on early childhood curriculum in China and Singapore. ECNU Review of Education, 5(2), 299-327. https://doi.org/10.1177%2F20965311221092036 

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Yang, W., Li, H., & Ang, L. (2021). Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education, 19(2), 131-138. https://doi.org/10.1177%2F1478210320987689

Ang, L., Lipponen, L., & Lim, M. Y. S. (2021). Critical reflections of early childhood care and education in Singapore to build an inclusive society. Policy Futures in Education, 19(2), 139-154. https://doi.org/10.1177%2F1478210320971103

Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal'early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155-174. https://doi.org/10.1177%2F1478210320956500

Wu, S., & Perisamy, A. (2021). Infant-toddler care in Singapore: Journey towards quality. Policy Futures in Education, 19(2), 175-196. https://doi.org/10.1177%2F1478210320966503

Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197-215. https://doi.org/10.1177%2F1478210320983499

Ng, S. C., Vijayakumar, P., Yussof, N. T., & O’Brien, B. A. (2021). Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell. Policy Futures in Education, 19(2), 216-241. https://doi.org/10.1177%2F1478210320960864

Mah, H. G., Hu, X., & Yang, W. (2021). Digital technology use and early reading abilities among bilingual children in Singapore. Policy Futures in Education, 19(2), 242-258. https://doi.org/10.1177%2F1478210320980575

Li, M. (2021). Early Childhood Curriculum in Chinese Societies: Policies, Practices, and Prospects (Weipeng Yang and Hui Li). Policy Futures in Education, 19(2), 259-261. https://doi.org/10.1177%2F1478210320931638 

Li, H., Forbes, A., & Yang, W. (2021). Developing culturally and developmentally appropriate early STEM learning experiences. Early Education and Development, 32(1), 1-6. https://doi.org/10.1080/10409289.2020.1833674

Hu, J., Gordon, C., Yang, N., & Ren, Y. (2021). “Once Upon A Star”: A science education program based on personification storytelling in promoting preschool children’s understanding of astronomy concepts. Early Education and Development, 32(1), 7-25. https://doi.org/10.1080/10409289.2020.1759011

Wang, X. C., Choi, Y., Benson, K., Eggleston, C., & Weber, D. (2021). Teacher’s role in fostering preschoolers’ computational thinking: an exploratory case study. Early Education and Development, 32(1), 26-48. https://doi.org/10.1080/10409289.2020.1759012

Gold, Z. S., Elicker, J., Kellerman, A. M., Christ, S., Mishra, A. A., & Howe, N. (2021). Engineering play, mathematics, and spatial skills in children with and without disabilities. Early Education and Development, 32(1), 49-65. https://doi.org/10.1080/10409289.2019.1709382

Stites, M. L., Sonnenschein, S., Dowling, R., & Gay, B. (2021). Mathematics learning opportunities in preschool: Where does the classroom library fit in?. Early Education and Development, 32(1), 66-81. https://doi.org/10.1080/10409289.2020.1721403

Wu, D., Liao, T., Yang, W., & Li, H. (2021). Exploring the relationships between scientific epistemic beliefs, science teaching beliefs and science-specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97. https://doi.org/10.1080/10409289.2020.1771971 

Sheridan, K. M., & Wen, X. (2021). Evaluation of an online early mathematics professional development program for early childhood teachers. Early Education and Development, 32(1), 98-112. https://doi.org/10.1080/10409289.2020.1721402

Cui, Y., Zhang, D., & Leung, F. K. (2021). The influence of parental educational involvement in early childhood on 4th grade students’ mathematics achievement. Early Education and Development, 32(1), 113-133. https://doi.org/10.1080/10409289.2019.1677131

Niehues, W., Kisbu-Sakarya, Y., & Selcuk, B. (2021). Family cohesion facilitates learning-related behaviors and math competency at the transition to elementary school. Early Education and Development, 32(1), 134-147. https://doi.org/10.1080/10409289.2020.1739418

Clements, D. H., Vinh, M., Lim, C. I., & Sarama, J. (2021). STEM for inclusive excellence and equity. Early Education and Development, 32(1), 148-171. https://doi.org/10.1080/10409289.2020.1755776

Forbes, A., Falloon, G., Stevenson, M., Hatzigianni, M., & Bower, M. (2021). An analysis of the nature of young students’ STEM learning in 3D technology-enhanced makerspaces. Early Education and Development, 32(1), 172-187. https://doi.org/10.1080/10409289.2020.1781325 

杨伟鹏, & 张丹丹. (2018). 推动 STEM 教育: 人工智能时代下的幼儿园课程建设. 幼儿教育: 教育科学, (5), 9-12.

Lin, X., Yang, W., Wu, L., Zhu, L., Wu, D., & Li, H. (2021). Using an inquiry-based science and engineering program to promote science knowledge, problem-solving skills and approaches to learning in preschool children. Early Education and Development, 32(5), 695-713. https://doi.org/10.1080/10409289.2020.1795333 

Sun, L., Hu, L., Yang, W., Zhou, D., & Wang, X. (2021). STEM learning attitude predicts computational thinking skills among primary school students. Journal of Computer Assisted Learning, 37(2), 346-358. https://doi.org/10.1111/jcal.12493

Yang, W., Wu, R., & Li, J. (2021). Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers. Current Psychology, 1-9. https://doi.org/10.1007/s12144-021-02074-y 

Yang, W., Ng, D. T. K., & Gao, H. (2022). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13215

Yang, W., Luo, H., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching and Teacher Education, 114, 103716. https://doi.org/10.1016/j.tate.2022.103716 

Su, J., Yang, W., & Li, H. (2022). A Scoping Review of Studies on Coding Curriculum in Early Childhood: Investigating Its Design, Implementation, and Evaluation. Journal of Research in Childhood Education, 1-21. https://doi.org/10.1080/02568543.2022.2097349 

Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal of Educational Technology. http://dx.doi.org/10.1111/bjet.13266 

Su, J., Yang, W., & Zhong, Y. (2022). Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education: A Systematic Review. Early Education and Development, 1-17. https://doi.org/10.1080/10409289.2022.2078617 

Yang, W., Huang, R., Li, Y., & Li, H. (2021). Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12558

Yang, W., Li, Y., Zhou, W., & Li, H. (2020). Learning to design research: students’ agency and experiences in a Master of Education program in Hong Kong. ECNU Review of Education, 3(2), 291-309. https://doi.org/10.1177%2F2096531120917163

Yang, W., Li, Y., & Li, H. (2021). Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students. SN Social Sciences, 1(2), 1-21. https://doi.org/10.1007/s43545-020-00044-y 

Li, Y., Li, D., Yang, W., & Li, H. (2020). Negotiating the teaching-research nexus: a case of classroom teaching in an MEd program. New Zealand Journal of Educational Studies, 55(1), 181-196. https://doi.org/10.1007/s40841-019-00150-3 

Li, H., Yang, W., & Chen, J. J. (2016). From ‘Cinderella’to ‘Beloved Princess’: The evolution of early childhood education policy in China. International Journal of Child Care and Education Policy, 10(1), 1-17. https://doi.org/10.1186/s40723-016-0018-2

Yang, W., Wang, J., & Li, H. (2017). Achieving a balance between affordability, accessibility, accountability, sustainability, and social justice: The early childhood education policies in Hong Kong. In H. Li, E. Park, & J. J. Chen (Eds.), Early childhood education policies in Asia Pacific: Advances in theory and practice (pp. 51–71). Springer. https://link.springer.com/chapter/10.1007/978-981-10-1528-1_3

Yang, W., Xu, P., Liu, H., & Li, H. (2020). Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care, 1-17. https://doi.org/10.1080/03004430.2020.1754210 

Nuttall, J., Grieshaber, S., Lim, S., Eunju, Y. U. N., Jooeun, O. H., Hyojin, A. N., Sum, C. W., Yang, W., & Soojung, K. I. M. (2021). Workforce diversity and quality improvement policies in early childhood education in East Asia. Early Years, 1-17. https://doi.org/10.1080/09575146.2021.1888076 

李辉, 杨伟鹏, 陈君丽, & 黄润珂. (2016). 中国学前教育事业的发展历程及未来挑战. 幼儿教育: 教育科学, (11), 16-21. 

李辉, & 杨伟鹏. (2017). 中国百年幼教课程改革之历史反思. 幼儿教育: 教育科学, (11), 11-14. 

杨伟鹏, & 陈南希. (2018). 新加坡学前教育课程改革: 历程与启示. 幼儿教育: 教育科学, (3), 54-56. 

Tan, X. R., & Yang, W. (2022). Pedagogical documentation as a curriculum tool: making children’s outdoor learning visible in a childcare centre in Singapore. European Early Childhood Education Research Journal, 1-15. https://doi.org/10.1080/1350293X.2022.2046839

Kok, X. W., & Yang, W. (2021). ‘Quilting’a play-based anti-bias curriculum for very young children: the Mosaic Approach. European Early Childhood Education Research Journal, 1-25. https://doi.org/10.1080/1350293X.2021.2009534

Yang, W., Peh, J., & Ng, S. C. (2021). Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education, 19(2), 197-215. https://doi.org/10.1177%2F1478210320983499

杨伟鹏, 邓丽霞, 何红漫, 范莉, & 王微丽. (2015). 幼儿园主题活动质量提升研究——以 L 园为例. 幼儿教育: 教育科学, (7), 14-18.