Co-producing a situationally appropriate and empirically-grounded approach to student-centred curriculum in early childhood education in Kenya

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This research aligns with the grand challenges and priorities of theEducation, Childhood and Youth Pathway (ECY) in several ways. First, theproject addresses the persistent societal problem that arises from anassumption that curriculum change can be driven by national policy alone.Such an assumption is informed by a delivery model that fails to recognisethe socially situated nature of curriculum. This project aims toreconceptualise curriculum as a social practice in which teachers translateand enact curriculum with children and families in local communitycontexts. Thus the project connects with the ECY pathway priority for'critical investigations into curriculum' within the context of Early ChildhoodEducation in Kenya.