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

Sama Khomais, Nahla Gahwaji


In recent developments, early childhood education in Saudi Arabia have captured political and governmental
interests, conceiving the promising returns of investing in early years. This research has adopted an analytical
descriptive approach through content analysis of curriculum philosophy (theories and principles) of three models of
early childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectiveness
in 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 and
elements of EC curriculum. Perspective of children as learners, teachers’ roles, learning environment are well
profound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are still
considered as opportunities for revising and evaluating our beliefs and understandings in order to maintain the
improvements in ECE profession and to cope with the education reform in Saudi Arabia.

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DOI: https://doi.org/10.5430/jct.v8n3p24


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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email: jct@sciedupress.com

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