Towards developing an early years curriculum framework for the Maltese context

Abstract

Curricula can become an issue of conflicting philosophies, pedagogies and practices about what early childhood education is for and what are the appropriate content and contexts for learning and development (Soler & Miller, 2003). This reflects itself in the differences that emerge in curriculum practice where some adopt a traditional, pre-primary school approach that focuses on cognitive skills, while others practise a social pedagogic curriculum that emphasises broad developmental goals, where learning occurs through interaction and meaning-making. The researcher takes a socio-cultural theoretical stance that builds on multi-faceted approaches such as social constructivism, activity theory, and post modem views of co-constructing learning in interaction with others to analyse how young children learn in socially and culturally constructed contexts. Subsequently, recommendations that call on the construction, transformation and change of knowledge and the curriculum within the local context are provided. Five curriculum outlines, namely the High/Scope Approach, the Reggio Approach, the Experiential Theory, Te Whariki, and the Swedish Curriculum, that were affirmed by the OECD (2004) as effective models of good curriculum practices, are empirically analysed, where nine themes that underpin these frameworks are identified. Subsequently, a qualitative research approach based on narrative observations, semi-structured interviews as well as screening tests, to investigate curriculum practice and children's experiences in four local Maltese kindergarten classes is used. Supporting the discussion with evidence from research, the findings are predefined and categorised under the nine themes, where issues of curriculum planning, implementation and practice as well as perceptions, values and principles of the practitioners are discussed. Analysis of empirical data shows that, a pre-primary approach that values conformity and preparation for formal school is practised locally where a dependent view of the child is held. Using a socio-cultural perspective, recommendations are made for a curriculum that is based on a social pedagogical approach and identifies measures that need to be available for a transformation process to allow for a paradigm shift while respecting the local culture, attitudes, beliefs and philosophies.