Bachelor of Early Childhood Education and Care (Birth-5)

Fact Sheet – Early Childhood Curriculum Approaches

The term curriculum in early childhood means all the interactions, experiences, activities, routines and events, planned
and unplanned that occur in an environment designed to foster children’s learning and development It encompasses
everything that happens throughout the day. Our approaches to curriculum reflect our beliefs about how children
learn, the role of families, communities and educators in children’s learning, and what is important for children now
and in the future.

This approach focuses on child development and curriculum that is perceived to be

Developmentally appropriate for children at different ages. DAP provides guidelines as to the type of
appropriate practice experiences, resources and interactions that are appropriate for children of different
ages.
Focuses on potential curriculum and documenting what happens rather than on pre
planned experiences. This does not mean there is no planning. An emergent
curriculum responds to, expands, and builds upon ideas and interests of the children
Emergent curriculum in the group, collectively and individually. Emergent curriculum is totally dependent
of children’s interests; rather it is based on negotiation and collaboration between
children and educators.
This approach aims to provide children with opportunities to engage in in-depth
learning of events and phenomena in their worlds as they create meaning through
Project approach interactions with the physical and social worlds. Children are encouraged to make
choices and decisions and to follow their interests as they engage in collaborative
small group projects.
Focuses on investigating as a way for children to encounter and make sense of
experiences in their social worlds and to understand relationships. Through play
Play based curriculum children make connections between current understandings and new experiences,
move from simple to complex and concrete to abstract understandings, and examine
different perspectives.
Multiple intelligences curriculums are based on the theory of Howard Gardner. It has
the view that there are many ways that intelligence is manifested in different
Intelligences individuals. There are 9 areas of intelligences according to Gardner: logico-
mathematical, linguistic, spatial, musical, body-kinaesthetic, interpersonal,
intrapersonal, naturalist and existential (the possibility of new intelligences).
Is based on the philosophy of Louis Malaguzzi. This approach focuses on the image of
children as rich in resources, strong and competent. All children are considered to be
Reggio Emilia social beings and children are viewed as active agents in the construction of their own
learning. Children’s thoughts, ideas and questions are taken seriously and there is
strong focus on visual arts as a means of exploring and expressing understanding.
Is curriculum that is prescribed, for example by government departments or
authorities. It is focused on all children obtaining set curriculum objectives or
Mandatory curriculum outcomes with the expectation that the curriculum is covered in a set time. They are
not prescriptive regarding implementation.
Occurs when two or more subject areas are integrated. Educators can plan for
Integrated curriculum integrated curriculum that offers children opportunities to make connections across
different spheres of learning.
 Takes into account each child’s strengths and interest and may also be based on
Child centred children’s perceived needs. The focus is on the educator’s observations of individual
curriculum children and the preparation of the environment to facilitate children’s learning.
Experiences are often child-initiated and child-directed.
An adult-centred curriculum is one where educators decide what and how children
Adult centred will learn. Planning is linear and takes no account of children’s interests, sociocultural
curriculum practices or diverse learning styles. Experiences and lessons are pre-selected by the
educator. Educators use extrinsic motivation to direct children’s learning.
Acknowledges and embraces diversity and difference. It encourages the acceptance
Inclusive curriculum and valuing of diversity within educational settings, so that children’s strengths and
existing expertise are valued and built on.
Incorporates the diverse cultures and languages of families and children into the
Multicultural and program. Children’s home languages, both oral and written, are incorporated into
multilingual curriculum the setting. The focus is on awareness of culture and language.
Highlights the role of families and communities in children’s learning. This focus has
Community of learners encouraged educators to take account of the social and cultural context of children’s
learning and to move the emphasis from individuals to communities of learners.

Adapted from:
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and planning in early childhood
settings (6th ed.). Melbourne: Cengage Learning Australia.