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

这项研究在几个方面与教育、儿童和青年路径(ECY)的重大挑战和优先事项一致。首先，该项目解决了长期存在的社会问题，这一问题源于一种假设，即课程变革可以仅由国家政策推动。这种假设是由一种未能认识到课程的社会情境性质的交付模式提供的。该项目旨在将课程重新定义为教师在当地社区环境中与儿童和家庭一起翻译和制定课程的一种社会实践。因此，该项目与在肯尼亚早期儿童教育背景下对课程进行“批判性调查”的ECY途径优先事项相联系。

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.