International perspectives on early childhood education curriculum development: reflections on a documentary review

ABSTRACT

This paper considers the development of an early childhood education curriculum using an analytic framework informed by international perspectives on early childhood education curriculum development. In particular, the curriculum development framework model developed by Te Whaāriki New Zealand Ministry of Education in 1996 informed the analysis of documents concerned with the provision of early childhood education, specifically looking at how young children develop, grow and learn. The findings indicate that in order for the process of curriculum design and development to proceed effectively and efficiently, the context in which it is carried out must be carefully considered. A good curriculum is one which is drawn from society and embodied in the existing cultural norms, traditions and customs of the particular setting. For a curriculum to hold value, it must result from broad consultation and negotiation with a wide range of shareholders. Throughout, the paper considers how international perspectives of early childhood education curricula development and its enactment might offer possibilities for Tanzania to address concerns and issues relating to curriculum design and development that have been raised in the literature.

KEYWORDS:

• Early childhood education
• early childhood curriculum development
• models of curriculum development
• Tanzania

Disclosure statement

No potential conflict of interest was reported by the author.