Abstract
Games are one of the basic activities in kindergartens, so what do “Curriculum gamification” and “Curriculum based Game” mean? Could kindergarten games become the curriculum? Combined with the history of curriculum development in China, Piaget’s play-stage theory and Vygotsky’s scaffold teaching theory, this paper discusses the differences in the understanding of the concept of “the transformation of curriculum and games”. Using representative cases in Jiangsu and Zhejiang provinces as examples, and through the analysis of the reform process of “Curriculum Gamification” and “Curriculum-based Game” in the Early Childhood Education (ECE) field, it was found that further exploration both in concept and practice is required to achieve high quality kindergarten education.
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