The Logic and Starting Point of Kindergarten Curriculum Construction: A Review

The primary objective of Early Childhood Education (ECE) is to promote the optimal development of young children. A substantial body of research demonstrates the positive effects of early interventions and the lasting benefits of early childhood education, highlighting the connections between educational and care practices and children's developmental outcomes. Limited research has been conducted in India to examine the nature of early childhood education (ECE) experiences and their influence on children's learning competencies. The importance of early childhood care and education (ECCE) lies in the crucial role that the quality of the environment during early developmental years plays in shaping children's growth and learning trajectories. According to Piaget, when children engage with a stimulating and enriched environment, they actively explore and manipulate it, leading to the development of new schemas through the processes of accommodation and assimilation of new information. Recent neuroscience research suggests that the skills necessary to tackle the challenges of the 21st century are established during early childhood. In response to this evidence, the present study evaluates the effects of early childhood education programs on subsequent educational outcomes

This study investigates the cultural relevance of early childhood curriculum design, focusing on current educational practices that reflect and support the diverse cultural identities of young learners. Rooted in sociocultural learning theory, research examines extent to which culturally responsive curriculum promotes inclusion, boosts children engagement & strengthens their sense of belonging. A quantitative research method was adopted to administer 150 early childhood educators and curriculum developers over convenience sampling. The instrument investigated dimensions of cultural relevance, including classroom content, teaching strategies, institutional support, and teacher preparedness. The descriptive statistics were used to analyze data. Findings revealed that while educators generally recognize the value of culturally inclusive education, its practical execution remains inconsistent. Areas such as use of home languages, representation of diverse traditions, and integration of local cultural knowledge require attention. Teacher training and administrative support also emerged as critical factors influencing curriculum effectiveness. Study stressed that culturally relevant curriculum design is not an added feature but required foundation of early childhood education.

Early childhood education in India is undergoing significant changes, guided by the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022. This paper explores practical pedagogical approaches for pre-primary and early childhood care and education (ECCE) in India, aligning with these policy recommendations. It examines key strategies for implementing play-based learning, developing language and literacy skills, building foundational numeracy competencies, and incorporating inquiry-based and activity-based learning approaches. The study emphasizes the importance of creating stimulating learning environments featuring well-equipped indoor and outdoor play areas to facilitate meaningful play experiences. It details methods for fostering oral language development, phonological awareness, and early literacy skills through various activities and a print-rich classroom setting. Strategies for developing number sense, basic operations, spatial awareness, and other core numeracy concepts are outlined. The paper also explores approaches for integrating inquiry-based learning to nurture scientific thinking and problem-solving skills. Additionally, the paper discusses the role of diverse activities in promoting holistic development across physical, cognitive, social-emotional, language, and aesthetic domains. It highlights integrating art and experimentation in ECCE to enhance creativity and self-expression. The role of educators is analyzed, focusing on their contribution to creating stimulating learning environments and facilitating meaningful experiences for children. Challenges in implementing these approaches include infrastructure and resource constraints, teacher training needs, parental engagement, and cultural relevance. However, the evolving policy landscape also presents opportunities for transformation through increased investment, flexibility in curriculum design, and an emphasis on developmentally appropriate practices. The paper concludes with recommendations for future directions, such as strengthening ECCE infrastructure, enhancing teacher professional development, fostering community engagement, conducting further research, and developing culturally appropriate resources. By synthesizing evidence-based practices aligned with policy directives, the paper provides a comprehensive overview of effective pedagogy for fostering young children’s holistic growth and development in early childhood education in India.

The aim of this project was to make children's activities on digital devices visible, in order to be understood, which could then assist educators to extend these activities, thus potentially increasing children's learning. The purpose of the study was to explore the children's activities as they used a range of digital technologies. The research was framed by two research questions: a) 'what activities do children engage in around digital devices within an early childhood classroom?' and b) 'how do these activities relate to elements of Vygotsky's theorisation about young children's play?' By examining these questions the study, which will inform early childhood education practices through four implications in learning with and through technologies in early childhood settings. Historically, the research literature in early childhood technologies has focused on educators' use of technological devices with a focus on using desktop computers. Researchers exploring digital technology in early childhood education have called for further investigation into the role digital technology plays in the current context. This includes thinking beyond how educators use technologies in the classroom to the implications for children's play, learning and development; and what this might mean for pedagogy and curriculum. This study used a single site, case study approach where the researcher, who was also the educator, along with the children, documented the use of two iPadsREPLACE1, two digital cameras, a FlipREPLACE1 camera and a computer within the kindergarten classroom. Sociocultural theory framed the research, in particular Vygotsky's views on children's play, learning and development. Both qualitative and quantitative methods were used for analysing the data collected and the results were then discussed in detail.;The study resulted in four main findings which were: 1) digital devices are supportive cultural tools for fostering social interactions; 2) time is needed to explore the technology; 3) digital devices assist leading activity; and 4) children shift from recording artefacts to recording imaginative episodes. These findings formed the basis of four implications for educators which included: 1) educators need to provide children with the time and knowledge to appropriately use ICT and extend their learning; 2) educators need to plan, provide for and encourage social interactions between children using digital technologies; 3) educators need to develop children's skills as mentors for each other in their ICT use; and 4) educators need to consider and provide apps that encourage imaginative play. This investigation identified the necessity for further research around children's need for time to explore digital devices to assist them in moving from explorative to imaginative behaviours

The Curriculum Design Coherence Model (CDC Model) was created as a universal curriculum design method to connect disciplinary knowledge to teachers’ expertise in a bid to promote professional teaching and learning. However, research into how the CDC Model has been adopted and localized in the Chinese educational context is scarce. This article focuses on the application and impact of the CDC Model on the resulting teaching practices in China’s Early Childhood Education (ECE) settings. The data collected through a focus group discussion with 21 teachers from a model kindergarten at the municipal level in China reveals that the CDC Model has increased the teachers’ professionalism by promoting their curriculum initiative, forging curriculum knowledge orientation, strengthening the conceptual structure within the kindergarten-developed curriculum, and enhancing the coordination between the curricula of the different courses offered by the kindergarten. This positive influence has also helped the teachers bridge their disagreement on curriculum content and pedagogy and overcome some difficulties in using the CDC Model. The study has implications for revitalizing the value of disciplinary knowledge and for viewing ECE teachers as active professional agents in ECE curriculum design and teaching.

This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

This paper presents a model of teachers’ construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers’ interactions with a new textbook in order to gain insight into the potential for curriculum materials to contribute to reform in mathematics teaching. The resulting model integrates research on teachers’ use of curriculum materials (cf. Stodolsky 1989) and studies of teachers’ construction of curriculum in their classrooms (cf. Doyle 1993). The model includes three arenas in which teachers engage in curriculum development: design, construction, and curriculum mapping. Each arena defines a particular realm of the curriculum development process about which teachers explicitly or implicitly make different types of decisions. The design arena involves selecting and designing mathematical tasks. The construction arena involves enacting these tasks in the classroom and responding to students’ encounters with them. The curriculum mapping arena involves determining the organization and content of the entire curriculum into which daily events fit. Through articulating each piece of the model, the author highlights the complex and multidimensional nature of teachers’ curriculum processes, identifies significant characteristics of each arena that have implications for textbook use and instructional change, and indicates areas that call for further understanding and research.

The success of the learning process is greatly influenced by students' perceptions. The main question that will be answered in this research is how students perceive learning fantasy stories from the perspective of the Independent Curriculum. The study addressed students' perceptions, which can be crucial when developing or revising curricula. Educators can create more effective teaching methods and materials by understanding how students perceive specific topics or subjects. Also, the discovery that students have no interest in studying fantasy stories but prefer contextual learning based on Jambi regional folklore is a significant one. This finding highlights the importance of context and cultural relevance in curriculum design. Again, the study could have direct implications for the Merdeka curriculum and potentially for other curricula in Indonesia or regions with similar cultural contexts. Including regional folklore might be a more effective way to engage students and promote learning. Thus, the manuscript seems relevant, especially for educators and policymakers in the region or those interested in curriculum design and cultural context in education. However, its broader applicability might be limited due to its specific focus on one city in Jambi. Nevertheless, it serves as a starting point for more extensive research on the topic and offers a valuable perspective on students' preferences in curriculum content.

Recent reviews of vocational qualifications in England have noted problems with their restricted nature. However, the underlying issue of how to conceptualise professional agency in curriculum design has not been properly addressed, either by the Richard or the Whitehead reviews. Drawing on comparative work in England and Europe it is argued that vocational and professional curriculum design requires a transparency tool in order to map out the various categories of professional agency and their relationships with each other that need to be taken account of in curriculum design. This tool is not prescriptive but illustrates critical choices that curriculum designers need to make. The categories of agency include: skill, transversal ability, project management and occupational capacity. The further categories of contingent and systematic knowledge are also described, as well as personal characteristics relevant to work (competences). The exercise reveals that certain important categories are not usually taken into account within the English context to the detriment of curriculum design. Some technical issues concerning vocational curriculum design and assessment, such as permeability, levelling, referencing and trust are then discussed.

Purpose This study aims to develop a STEM instructional model for preschool education, specifically focusing on fostering children’s approaches to learning (ATL), including curiosity, initiative, persistence, flexibility and reflection. Design/methodology/approach The model was constructed using the Fuzzy Delphi Method, incorporating expert consensus to identify effective instructional strategies. A panel of 16 experts from early childhood education, curriculum design and STEM fields evaluated and ranked 51 instructional strategies across the engagement, exploration, explanation, elaboration and evaluation phases of the adapted biological sciences curriculum study 5E model. The triangular fuzzy number and defuzzification process were employed to ensure validity, with inclusion criteria set at a threshold value (d ≤ 0.2), a consensus rate of ≥ 75%, and an alpha-cut value (A ≥ 0.5). Findings The study identified a structured framework with 50 instructional strategies that integrate developmentally appropriate instructional strategies to enhance young children’s approaches to learning within a STEM context. The results highlight the importance of hands-on exploration, scaffolded learning experiences and problem-solving in early childhood STEM education. Research limitations/implications The model provides a systematic approach to STEM instruction in early childhood education. Its applicability requires further empirical research in diverse classroom settings. Practical implications This model offers a comprehensive guide for preschool educators to design and implement STEM activities that introduce foundational scientific concepts while nurturing children’s approaches to learning. Originality/value This study contributes to integrating STEM with ATL and providing a novel framework for fostering inquiry-driven, experiential learning in preschool settings, ultimately preparing children for lifelong learning and academic success.

Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the design of outdoor play areas.

This study aims to explore curriculum assessment in early childhood education within the educational community. For this study, six early childhood teachers working in an innovative kindergarten in the P region where a professional learning community is activated, were purposefully selected. Group interviews were conducted twice per institution, totaling four sessions, between January and February 2023. The data analysis revealed that the teachers' practices in curriculum assessment were categorized into three themes: ‘curriculum assessment conducted through co-creation and mutual care,’ ‘expansive implementation of curriculum assessment and creation of diverse assessment methods,’ and ‘curriculum assessment as a space for life and a trajectory.’ The findings are as follows: First, the teachers shared the understanding that curriculum is not created by an individual alone but is a process of collective creation, emphasizing that assessment is also a co-creation process driven not by individual teachers but through mutual care. Second, in the educational community, mutual care facilitated the co-creation of curriculum assessment, where teachers experienced curriculum practices that expand children's growth and learning, along with diverse assessment methods. Third, reflecting on the teachers' experiences with the educational community, it was confirmed that curriculum assessment, following the trajectory of children's learning, ultimately unfolds into the realm of life. This study, by examining the practice of curriculum assessment within the educational community alongside early childhood teachers in an innovative kindergarten, explores the teachers' perceptions and discussions about children, play, curriculum, learning, and teaching, seeks the relationship between curriculum assessment and the world, and aims to discover the ‘beyond learning’ co-created by the educational community.

The application of social cognitive theory has expanded to the boundaries of human-computer interaction research. However, existing research has scarcely addressed mutual cognitive facilitation between humans and personalized educational large language model (LLM) agents. This study explored how educational LLM agents influence teachers' curriculum design and content creation, based on a sample of 464 teachers from coastal regions of China, along with semi-structured interviews with 23 participants. Quantitative analysis of the survey data revealed that the involvement of educational LLM agents positively predicts teachers' ability to create content in curriculum design. Additionally, teachers' self-efficacy mediated this relationship, while both school support and self-efficacy together created a chain mediation effect. Qualitative findings from the interviews supported the quantitative results and further highlighted individual differences and contextual nuances in teachers' use of educational LLM agents. In summary, the findings indicated that educational LLM agents positively impact teachers' curriculum design and content creation, with school support and teachers' self-efficacy acting as a chain mediator in this process.

Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowledge of effective strategies and practices for supporting early language and literacy). In this study, we examined the associations among 485 early childhood educators' content knowledge and knowledge for practice, their observed language and literacy practices, and the emergent literacy learning of 2004 children enrolled in their classrooms. We found significant, positive correlations between measures of educators' content knowledge and knowledge for practice and classroom practice, indicating that early childhood educators with greater levels of knowledge tended to exhibit more desirable classroom language and literacy practices. We also found significant, positive associations between educators' knowledge and children's print concept, letter naming, and phonological awareness learning, but not children's oral language learning. The associations between educators' knowledge and children's print concept learning were mediated by classroom practice. Together, these results reiterate the importance of educators' language and literacy knowledge and also provide some support for practice as the mechanism through which knowledge relates to children's learning.