By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.

Part 3: Cultural Perspectives on Curricula

Cultural Perspectives on Curricula
Cultural perspectives on curricula

Introduction

JanetMoyles and TheodoraPapatheodorou

In this section, we turn to issues related to the early childhood curricular experiences of children and teachers with three further chapters which explore measurement, literacy and observation and assessment. In a majority of countries, the curriculum is prescribed by a central or regional government who will use national and community cultures to determine what – and sometimes how – children should learn and be taught. But the greater socio-cultural and economic issue is concerned with the purposes of education and, relatedly, curriculum content and processes. Some societies, such as the Scandinavian countries, value early childhood as a period in its own right, whereas others see this phase as developing children for later formal education ...

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