Early Childhood Curriculum Reform in Saudi Arabia Conceptualization of Theories in Early Childhood Curricula: Three Models

Abstract

In recent developments, early childhood education in Saudi Arabia have captured political and governmentalinterests, conceiving the promising returns of investing in early years. This research has adopted an analyticaldescriptive approach through content analysis of curriculum philosophy (theories and principles) of three models ofearly childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectivenessin implementation and or achieving the desired learning outcomes. The selected curricula include, HighScope,Foundation Stage, and Te Whāriki. The analysis concludes that there is a general agreement about the structure andelements of EC curriculum. Perspective of children as learners, teachers’ roles, learning environment are wellprofound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are stillconsidered as opportunities for revising and evaluating our beliefs and understandings in order to maintain theimprovements in ECE profession and to cope with the education reform in Saudi Arabia.

Teacher Strategies in Implementing Hindu Learning for Early Childhood

“…In line with Burke's opinion, children need meaningful activities to reflect on their daily experiences. The construction and reconstruction of knowledge that develops based on events and Direct actions constitute the foundations of development for children to do, possess, think, and interpret their imagination (Khomais & Gahwaji, 2019). This is largely determined by the stimulation provided in early childhood education.…”