Mapping the Global State of AI Curricula in Early Childhood Education: A Scoping Study

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions

This paper explores the growing use of artificial intelligence (AI) in early childhood education (ECE), emphasizing the crucial yet often disregarded role of parents and families. With AI technologies increasingly integrated into educational environments, including households, understanding parental AI literacy is essential for shaping children's learning experiences and developmental outcomes. The review commences by analyzing the current AI applications in ECE, classifying them into six main categories: interactive AI, generative AI, AI prediction, AI literacy, AI-driven personalized learning, and affective AI. Despite the various advantages these advancements offer, they also pose challenges such as potentially worsening digital disparities, concerns regarding data privacy, and ethical dilemmas. The concept of parental mediation in the context of AI technologies is central to the discussion. The review underscores the influence of parents' socioeconomic status, cultural background, age, and educational level on their mediation strategies, which may vary from restrictive to supportive approaches. The effectiveness of parental mediation is intricately linked to parents' AI literacy levels, underscoring the importance of improving parental knowledge and skills in this area. Then this paper presents a novel conceptual framework for parental AI literacy, which encompasses three core dimensions: AI knowledge (evaluation), AI skills (use and guidance), and AI attitudes (understanding). This framework establishes a theoretical foundation for future research by providing a comprehensive model designed explicitly for the family context within early childhood education (ECE). This review synthesizes existing literature and proposes new conceptual models, thereby offering valuable insights to guide policy development, educational practices, and parental training within the rapidly evolving landscape of AI in ECE. It emphasizes the significance of family-centered approaches in leveraging the advantages of AI while effectively mitigating potential risks. Furthermore, it outlines directions for future research and innovation in this critical field.

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Artificial Intelligence (AI) is reshaping all sectors of society, including libraries. AI adoption in libraries has been gradual due to concerns and challenges, including ethical issues, maturity of the technology, insufficient AI education and training designed for library and information professionals, and gaps in AI education in library and information science (LIS) programs. This case study reports on the motivations, processes, and evaluations of the IDEA Institute on AI that was developed to equip two cohorts (Fellows) of information professionals who participated in the 2021 and 2022 IDEA Institute on AI with the foundational knowledge and skills to lead AI work. A multi-method approach was used to collect and analyze the evaluation data from multiple sources at different points of the IDEA Institute on AI. The IDEA Institute on AI applied an outcome-based planning and evaluation model and employed formative and summative evaluations using surveys and focus-group discussions. Fellows worked in various library and information environments, most in academic libraries. The case study results showed that the Fellows’ AI knowledge and skills increased substantially, their confidence greatly increased upon completing the IDEA Institute on AI, and they engaged in AI projects in their workplaces. They built awareness of AI issues and challenges and developed a comprehensive understanding of AI within the context of equity, diversity, inclusion, and accessibility. The Fellows’ supervisors were positive about the learning and experience their Fellows gained from the IDEA Institute on AI and their peers. The results of this case study have significant implications for developing AI professional development programs in the LIS field, providing exemplary AI education and training as AI technology evolves, including generative AI and large language models, and integrating AI into LIS curricula.

Artificial intelligence (AI) is rapidly transforming medical practice by enhancing diagnostic accuracy, streamlining workflows, and supporting clinical decision-making. However, the integration of AI into health care largely depends on the preparedness and acceptance of future physicians. Therefore, assessing their knowledge and perceptions of AI is crucial. Notably, no study has yet evaluated these factors among medical students in Morocco. The aim of this study was to describe Moroccan medical students' knowledge and perception of AI. A cross-sectional, observational study was conducted from February to May 2023 at the Faculty of Medicine and Pharmacy, Agadir, Morocco. All undergraduate medical students from the first to the seventh year were eligible, excluding graduate students. A snowball sampling method was used, with a calculated minimum sample size of 385. To account for potential missing data, and given the target population size of 1150, the sample size was increased by 50%. Data were collected through a validated online questionnaire and analyzed using JAMOVI 2.6.2, with significance set at P<.05. A total of 580 medical students (female n=363, 62.6%; mean age 21.3, SD 2.13 years; response rate 50.4%) participated. While 96% (n=557) had heard of AI, 73.1% (n=424) were unfamiliar with key AI terminologies, only 11% (n=64) understood AI functioning, and 14.8% (n=86) were familiar with everyday AI applications. Objectively, 88.1% (n=511) correctly identified deep learning as a method for automated pattern recognition, with 71.5% (n=415) acknowledging its interpretability challenges. First-cycle students demonstrated significantly higher familiarity with AI terms (83/156, 53.2% vs 51/156, 32.7% vs 22/156, 14.1%; P<.001). In terms of perception, 83% (n=482) viewed AI as a collaborative tool, 84.1% (n=488) anticipated a transformative impact on medicine, 39% (n=227) expected noninterventional medicine to be replaced within a decade, and 57.1% (n=331) believed certain specialties could be supplanted by AI. Regarding AI in medical education, 90% (n=522) supported its integration into the curriculum and 94% (n=546) expected enhanced learning conditions, but only 48.1% (n=279) felt ready to use AI tools upon graduation. Additionally, gender and technology familiarity significantly influenced specific perceptions, with technology-savvy students reporting greater readiness (P<.001) and women more likely to view AI as revolutionary (315/488, 64.5% vs 173/488, 35.5%; P=.02). Medical students' knowledge of AI is still limited, but their awareness of the potential impact of this technology on future practice and their openness to its integration into the medical curriculum constitute a promising basis for the successful implementation of these new concepts in our health care system.

The mobile phone applications currently adopts and increasingly applies in education. The applications are widely used to promote and support learning in many levels and contexts. In this research, the 19 sophomore students who enrolled in a school curriculum in early childhood education course at Suan Dusit University in Thailand were expected to have the ability to design the school curriculum in early childhood education according to the early childhood school curriculum compositions with Roomle 3D & AR room planner application after using the learning approach of community-based integration and the use of application. The Roomle 3D & AR room planner application was used as a tool to draw floor plans, furnish and decorate the early childhood classroom and school. This study also aims to compare the academic achievement and to study the students’ learning satisfaction in the school curriculum in early childhood education course before and after using the learning approach of community-based integration and the use of application. The statistics used in this research were mean, standard deviation and percentage. The results showed the students’ ability to design the school curriculum in early childhood education according to the early childhood school curriculum compositions with Roomle 3D & AR room planner application. After using the learning approach, the students had an average score of 14.89 and a standard deviation of 2.08 which is 74.47% higher than before. The students’ learning satisfaction was also at the highest level with the mean of 4.77 and the standard deviation of 0.40. Thus, it can be concluded that the community-based integration and the use of application can be used in promoting student's learning and increasing their knowledge towards the subject learning.

The rapid expansion of artificial intelligence (AI) poses challenges as well as opportunities for anyone or anything dealing with digital technologies, including libraries. Libraries and librarians have a twofold challenge in that they simultaneously must consider AI applications in library operations as well as AI skills and knowledge as part of the information literacy (IL) training they provide for their users, whether it be in IL programmes or informal learning contexts. This study follows a learning circle in which 123 librarians in Sweden did a pre-existing online course about AI and met up at regular intervals to discuss its contents in a library perspective. The increased knowledge about AI and libraries and the confidence to pass on this knowledge to library users is measured through a self-efficacy test conducted on three separate occasions during the learning circle. The result from the test shows an increase in AI knowledge during the learning circle, although the small sample makes it difficult to draw definitive conclusions. A focus group from the learning circle was interviewed to get an in-depth understanding of librarians’ core topics of concern and excitement regarding AI and libraries. The results from the interview showed that there was a mainly positive view of AI in relation to making library collections more accessible and easier to manage, while there was more concern regarding AI’s impact on the media landscape and how this could impact library users. Introspectively, the focus group perceived challenges in including AI when teaching IL to users as well as in the lack of AI skills among colleagues that could make it difficult to apply or discuss AI in relation to the workplace and the library profession. This paper presents a method of increasing AI knowledge among librarians and library staff. It highlights topics relevant for several library types when faced with the development and application of AI in libraries and in society that based on the results of the study are difficult to escape. The insights may prove useful when planning educational endeavours and when considering library development and strategy related to AI and their implications for libraries and library users.

Introduction: The use of artificial intelligence (AI) in medical imaging and radiotherapy has been met with both scepticism and excitement. However, clinical integration of AI is already well-underway. Many authors have recently reported on the AI knowledge and perceptions of radiologists/medical staff and students however there is a paucity of information regarding radiographers. Published literature agrees that AI is likely to have significant impact on radiology practice. As radiographers are at the forefront of radiology service delivery, an awareness of the current level of their perceived knowledge, skills, and confidence in AI is essential to identify any educational needs necessary for successful adoption into practice.Aim: The aim of this survey was to determine the perceived knowledge, skills, and confidence in AI amongst UK radiographers and highlight priorities for educational provisions to support a digital healthcare ecosystem.Methods: A survey was created on Qualtrics® and promoted via social media (Twitter®/LinkedIn®). This survey was open to all UK radiographers, including students and retired radiographers. Participants were recruited by convenience, snowball sampling. Demographic information was gathered as well as data on the perceived, self-reported, knowledge, skills, and confidence in AI of respondents. Insight into what the participants understand by the term “AI” was gained by means of a free text response. Quantitative analysis was performed using SPSS® and qualitative thematic analysis was performed on NVivo®.Results: Four hundred and eleven responses were collected (80% from diagnostic radiography and 20% from a radiotherapy background), broadly representative of the workforce distribution in the UK. Although many respondents stated that they understood the concept of AI in general (78.7% for diagnostic and 52.1% for therapeutic radiography respondents, respectively) there was a notable lack of sufficient knowledge of AI principles, understanding of AI terminology, skills, and confidence in the use of AI technology. Many participants, 57% of diagnostic and 49% radiotherapy respondents, do not feel adequately trained to implement AI in the clinical setting. Furthermore 52% and 64%, respectively, said they have not developed any skill in AI whilst 62% and 55%, respectively, stated that there is not enough AI training for radiographers. The majority of the respondents indicate that there is an urgent need for further education (77.4% of diagnostic and 73.9% of therapeutic radiographers feeling they have not had adequate training in AI), with many respondents stating that they had to educate themselves to gain some basic AI skills. Notable correlations between confidence in working with AI and gender, age, and highest qualification were reported.Conclusion: Knowledge of AI terminology, principles, and applications by healthcare practitioners is necessary for adoption and integration of AI applications. The results of this survey highlight the perceived lack of knowledge, skills, and confidence for radiographers in applying AI solutions but also underline the need for formalised education on AI to prepare the current and prospective workforce for the upcoming clinical integration of AI in healthcare, to safely and efficiently navigate a digital future. Focus should be given on different needs of learners depending on age, gender, and highest qualification to ensure optimal integration.

The environments in which children grow, both immediate and broader, are crucial to their learning and development (Hayes et al., 2022; Bronfenbrenner &amp; Morris, 2006). Robust evidence exists that Early Childhood Eduaction positively influences both cognitive and non-cognitive skills of young children (Behrman, 2017; Lindström et al., 2021; Behrman et al., 2013; Alfonso et al., 2023; Rao et al., 2022). According to UNESCO's (2023) definition, Early Childhood Care and Education (ECCE), envisages the period from birth to 8 years, it is significant because that particular time of human development is considered as the optimal period of growth and development. Wood-head, (2002) also emphasized that exposure to educational settings and experiences gained during this age tend to have social and economic returns far more than anything else. It is further endorsed that high-quality Early Childhood Education (ECE) and developmental experiences profit by a time of rich mental health for youngsters and, can assist them with accomplishing their maximum capacity. Schweinhart &amp; Weikart (1981) and Sylva et.al., (2006) also proved that the provision of high-quality ECE establishes the groundwork for happy and healthy start to formal schooling leading to achievements and efficiency throughout life (Yousafzai, 2013). For this purpose, the researchers conducted a study to know the requirement of pre-service teachers' training for ECE in light of Pakistan’s National Curriculum for ECE (2017) to find appropriate approaches to support ECE can benefit Pakistan's education system in particular and other parts of the world in general. The study utilized a mixedmethod sequential explanatory research design. Three research instruments (a questionnaire, focus group discussion, and conceptual content analysis of the ECE curriculum) were used to achieve the objectives. Vygotsky's theory guided this research study to holistically assess the need for ECE teacher education from person to interactional units, such as parents, children, teachers, and siblings. Data from the questionnaire was analyzed using the Pearson chi-square test. Thematic analysis was used to understand the perception acquired during the focus group discussion. In addition, conceptual content analysis of the ECE curriculum was conducted to establish the main areas of learning for ECE teachers. This study’s results suggest that early childhood educators in training require sound preparation on how they would deliver suitable classroom instructions as provided by the critical learning areas underlined in the ECE curriculum. A suggestion made by this research is that early child hood education (ECE) pre-service teacher training programs have to consider better child development strategies and personal developmental components and apply developmentally appropriate activities. The study concludes by informing the reader that a comprehensive ECE curriculum is vital and that teacher educators must always observe pre-service teachers during their teaching practice. Proper supervision and long stretches of teaching experience are necessary. Institutions offering pre-service ECE training can empower novice teachers by creating learning books for reading, science, home, maths, art and other subjects. Good lesson plans should have Learning Objectives (Los), competencies, Key Learning Areas (KLAs), classroom layout as well as child-initiated activities. Resources such as child-oriented worksheets, media in print and electronic formats, and clear children’s literature about rubric explanations on how to write rules and guidelines for instructions on social-emotional development among children are considered valuable materials to use in the process. To develop a strategic framework for ECE teacher education reforms as well as provide a better training model for trainee teachers more studies are needed.

In this chapter, the authors suggest that Dewey’s philosophy can provide valuable insight and direction for early childhood education in the new realities generated by the Covid-19 pandemic. Uncertainty has become the new certainty as the world has been rapidly catapulted into a changed and often unrecognisable place. The pandemic continues to impact political, social, economic, and education contexts in unimaginable ways that are transforming what was understood as defining these institutions prior to Covid-19. Children have been identified as among a specific and vulnerable section of the population who may have experienced the pandemic differently, in terms of potential exposure to parental unemployment, domestic violence, maltreatment, undernourishment, and disruption to their overall well-being and development. At this time, it remains critical that our pedagogy and curriculum in early childhood education systems support and empower children in their learning and development through focusing on developing the dispositions and meta-skills required to negotiate the emerging realities of an increasingly uncertain world. In this chapter, through exploring Dewey’s philosophy, as it applies to early childhood education, the authors conclude that these insights suggest a foundational vision within which we can legitimately continue to extend and operationalise a research-informed high-quality early childhood education system.

In this article, the authors discuss how Shaun Tan's graphic novel The Arrival (2006) opened a polyphonic dialogue with culturally diverse early childhood educators. Using visual, graphic and symbolic languages provided alternative ways for the research participants to express their experiences and understandings of being recent immigrants. Analyzing and interpreting the stories that the participants narrated, the authors noted their linguistic, aesthetic and embodied responses to Tan's visual poetry – specifically the physical act of pointing to the images. The research raises multiple questions for consideration: How might The Arrival (and other graphic narratives) be used as an elucidative prompt for understanding caregiver/teacher practice in early childhood education and in educational research more broadly? How can visual research methodologies enhance the complex interrelations among curriculum, diversity and visuality in early childhood education? And, lastly, how can such imaginal and playful approaches point to deeper considerations around intercultural dialogue, social relations, pedagogy and the curriculum in early childhood education settings? Graphic novels provoke intercultural dialogue in research interviews and point to new research methodologies. They enhance cultural understandings among students, scholars and educators at post-secondary and pre-K-12 levels, providing insights into how culturally diverse educators and students can live and learn together in an always complex world.

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

This exploratory qualitative case study critically examined the impact, challenges, and effective implementation of Early Childhood Education (ECE) curriculum reforms, with a focus on Buloba Primary Teachers College in Uganda. Anchored in social constructivist theory, the study sought to: (1) analyze the impact of ECE curriculum reforms on teaching methodologies; (2) identify challenges faced by educators in implementing the reformed ECE curriculum; and (3) explore strategies to enhance the effectiveness of these reforms among students. These objectives were addressed through three guiding research questions: How have ECE curriculum reforms influenced teaching practices? What challenges do educators face in implementation? And to what extent are the reforms contextually relevant to Uganda’s cultural and social landscape? To answer the research questions, a qualitative case study design was employed. Data were collected through interviews, focus group discussions, and classroom observations involving 45 participants. The collected data were rigorously analyzed using thematic analysis, which involved systematically identifying, coding, and interpreting patterns and recurring themes across the data set. This method enabled the researcher to uncover both explicit and latent meanings within participant The aim of the study was to demonstrate the relationship between home-school communications and pre-primary school learners’ acquisition of core CBC competencies in pre-primary institutions Pre-primary school education forms a solid foundation for the acquisition of core competencies in other subsequent schooling levels in later years. Studies conducted worldwide have found that the majority of learners are not able to satisfactorily accomplish competencies expected at various school levels. In Kenya and more specifically in Kisii County, studies done have not adequately explored the influence of parental involvement on pre-primary learners’ acquisition of core competencies yet adequate acquisition of competencies at pre-primary school enables learners to be good performers at this stage, and other succeeding educational levels. Thus, the purpose of this study was to explore the influence of Home-School Communication on pre-primary 2 (PP2) school learners’ acquisition of Competency-Based Curriculum’s (CBC’s) core competencies. Epstein’s (2005) theory of parental involvement and ex post facto research design were utilized alongside a mixed methods approach. A population of 702 public PP2 schools and teachers as well as 25,105 parents of PP2 pupils was targeted. Purposive, cluster and stratified sampling techniques were employed to select a main sample or Set 1 comprising 248 teachers and 378 parents from whom quantitative data were sourced using questionnaires. Additionally, a second set or sub-sample of 30 parents (divided into 6 groups of 5 participants each) was selected, from whom qualitative data were sourced, for use with Focus Group Interviews in a total of six sessions. Data collection tools were pre-tested in two PP2 schools. To determine the accuracy and consistency of the research instruments, content validity and split-half techniques were utilised, where a reliability correlation coefficient of 0.8 was established. For data analysis, qualitative information was analysed thematically in verbatim form. On the other hand, quantitative data were computed using descriptive statistics namely, frequencies to summarise as well as organise data, while for testing this hypothesis, inferential statistics namely, Pearson Moment Correlation and multiple regression were used to assess the association as well as strength of the relationships between the independent and dependent variables, respectively. The Findings of the hypotheses revealed a positive and significant correlation between Parental Home-School Communication (r = .639, n =369, p &lt; .01 and learners’ acquisition of core competencies. It was therefore concluded that Home-school Communication influenced PP2 learners’ acquisition of CBC’s core competencies. Hence, the study recommended that key stakeholders should create opportunities where parents can be involved in Home-school Communication processes. Workshops could also be conducted to sensitize parents on ways they can be involved in school activities, which may hopefully enhance PP2 learners’ acquisition of CBC’s core competencies.

Preface I. Introduction 1. "Silent Voices of Knowing" in the History of Early Childhood Education and Curriculum, Debora Basler Wisneski 2. Curriculum and Research: What Are the Gaps We Ought to Mind? Nancy File II. Influences on Curriculum 3. The Relationship between Child Development and Early Childhood Curriculum, Nancy File 4. From Theory to Curriculum: Developmental Theory and Its Relationship to Curriculum and Instruction in Early Childhood Education, J. Amos Hatch 5. The Curriculum Theory Lens on Early Childhood: Moving Thought into Action, Jennifer J. Mueller 6. From Theory to Curriculum: The Project Approach, Judy Harris Helm 7. Using Critical Theory to Trouble the Early Childhood Curriculum: Is It Enough? Mindy Blaise and Sharon Ryan 8. Using Critical Theories in the Curriculum, Betsy J. Cahill and Tammy L. Gibson III. Examining Curriculum Approaches and Their Applications 9. Infant Toddler Curriculum: Review, Reflection, and Revolution, Diane M. Horm, Carla B. Goble, and Kathryn R. Branscomb 10. Creative Curriculum and High Scope Curriculum: Constructing Possibilities in Early Education, Sara Michael-Luna and Lucinda G. Heimer 11. Te Whariki - The Early Childhood Curriculum of Aotearoa New Zealand, Jenny R. Ritchie and Cary A. Buzzelli 12. A Situated Framework: The Reggio Experience, Andrew J. Stremmel 13. Publishers in the Mix: Examining Literacy Curricula, Mariana Souto-Manning IV. Conclusion 14. The Place of Play in Early Childhood Curriculum, Debora Basler Wisneski and Stuart Reifel 15. Early Childhood Curriculum as Palimpsest, Katherine Delaney and Elizabeth Graue 16. Strengthening Curriculum in Early Childhood, Nancy File, Debora Basler Wisneski, and Jennifer J. Mueller List of Contributors

Preface I. Introduction 1. Silent Voices of Knowing in the History of Early Childhood Education and Curriculum, Debora Basler Wisneski 2. Curriculum and Research: What Are the Gaps We Ought to Mind? Nancy File II. Influences on Curriculum 3. The Relationship between Child Development and Early Childhood Curriculum, Nancy File 4. From Theory to Curriculum: Developmental Theory and Its Relationship to Curriculum and Instruction in Early Childhood Education, J. Amos Hatch 5. The Curriculum Theory Lens on Early Childhood: Moving Thought into Action, Jennifer J. Mueller 6. From Theory to Curriculum: The Project Approach, Judy Harris Helm 7. Using Critical Theory to Trouble the Early Childhood Curriculum: Is It Enough? Mindy Blaise and Sharon Ryan 8. Using Critical Theories in the Curriculum, Betsy J. Cahill and Tammy L. Gibson III. Examining Curriculum Approaches and Their Applications 9. Infant Toddler Curriculum: Review, Reflection, and Revolution, Diane M. Horm, Carla B. Goble, and Kathryn R. Branscomb 10. Creative Curriculum and High Scope Curriculum: Constructing Possibilities in Early Education, Sara Michael-Luna and Lucinda G. Heimer 11. Te Whariki - The Early Childhood Curriculum of Aotearoa New Zealand, Jenny R. Ritchie and Cary A. Buzzelli 12. A Situated Framework: The Reggio Experience, Andrew J. Stremmel 13. Publishers in the Mix: Examining Literacy Curricula, Mariana Souto-Manning IV. Conclusion 14. The Place of Play in Early Childhood Curriculum, Debora Basler Wisneski and Stuart Reifel 15. Early Childhood Curriculum as Palimpsest, Katherine Delaney and Elizabeth Graue 16. Strengthening Curriculum in Early Childhood, Nancy File, Debora Basler Wisneski, and Jennifer J. Mueller List of Contributors