During the last century, early childhood curriculum (ECC) in China has undergone a series of monumental transformations, shaped by the interaction between local cultural and global forces. In this case study, we critically analyse three major waves of ECC reform in China, with a particular emphasis on the social and cultural forces that have shaped the evolution and revolution of ECC in China. Our analysis reveals the effects of these different forces in inducing change and how they propelled innovative reform of ECC. Furthermore, we deconstruct Chinas history of adopting and adapting curriculum ideologies and models from other cultural contexts with the opposite concepts of cultural relativism and cultural universalism. The findings suggest three important lessons we could learn from China: (1) teacher education is critical; (2) top-down model does not work; and (3) changing ideas does not necessarily mean changing practices. Last, the implications and suggestions are also discussed. (author abstract)