Curriculum policy and enactment in early childhood education is a political phenomenon that plays out in particular cultural contexts. Comparative lenses to curriculum articulate locally constructed and implicit knowledge to external audiences. In doing so, global commonalities and tensions may become explicit. This paper interrogates curricular…

Children's interests and thinking emanate from their daily lived experiences in their families, communities and cultures. This paper substantiates the view that the construct of "funds of knowledge", understood through the lens of "cultural repertoires of practice", provides an analytical tool for early years teachers to…

International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named "dispositions" and "working theories". These constructs are complex…