Children’s interests and early childhood curriculum: A critical analysis of the relationship between research, policy, and practice

Abstract

Policy makers have a powerful influence on educational practice. When such bodies are vague about the evidence-base for their policies they may uncritically rely on outdated theories, beliefs, and selective research evidence. A tension may then exist where practitioners become undermined as agents in curricular decision-making. Practitioners may aim to provide curriculum and pedagogy aligned with contemporary knowledge, but are also bound to the policy bodies who hold persuasive power. In England and Aotearoa New Zealand, two particular organisations in each country have most influence on early childhood education. Focused on the notion of children’s interests, this article questions the basis for the key curricular policy, accompanying advice and guidance, and evaluation standards of these organisations. We do so having discussed children’s interests from historical and contemporary research perspectives. We then trace and critique ways children’s interests present in significant policy documents. We suggest that both policy and practice adopt contemporary perspectives of children’s interests and move towards a middle space between curriculum-as-plan and curriculum-as-lived (Aoki, 2005). Such a space provides a way forward for ongoing curriculum conversations about children’s interests.