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teaching staff in order to help children acquire pre-defined developmental or subject
skills (Bennett, 2000). However, contemporary views such as those held by the educators
of Reggio Emilia see curriculum in a broader sense, as process-related and coconstructive
(Dahlberg et al., 1999). Examining the relevant literature related to
curriculum in early childhood education, this chapter will focus on the approaches, the
theories, and the implications of particular curriculum choices. It will survey the literature
pertaining to change including the strong resistance that prevents the adaptation of
innovative curriculum practices.
Having established the contextual frame that permeates the practice of the
teachers in the four case studies what choices did they have for curriculum? With the
globalization of early childhood curriculum, worldwide examples are accessible. Three of
these will be presented in this chapter. Particular attention will be paid to the emergent
curriculum of Reggio Emilia, Italy. The educators in Italy use projects as part of an
emerging curriculum. The project method is not exclusive to Italy. Many early childhood
educators worldwide use projects as way to organize content within an emergent
curriculum. This method will contrasted with the common North America practice of
themes. The final component of this chapter will be a thorough review of the Reggio
Emilia approach with its broader implications on practice and image.
The basis of early childhood education curriculum.
There is a growing consensus, supported by research, that curriculum in the early
years must be purposeful and relevant to what the children will be learning when they
enter school (Dodge, 2004). While recent curriculum incarnations have included the
developmental focus of appropriate practice (Bredekamp, 1997), there has also been a