81
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Deconstructing the 2022 National Association for the Education of Young Children (NAEYC) standards: A cross-cultural analysis of developmentally appropriate practices in Australia, Kenya and Nepal

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Received 07 Dec 2023, Accepted 08 Apr 2024, Published online: 27 Apr 2024

References

  • Adam, H., L. Barblett, G. Kirk, and G. S. Boutte. 2023. “((Re)Considering Equity, Inclusion and Belonging in the Updating of the Early Years Learning Framework for Australia: The Potential and Pitfalls of Book Sharing)Considering Equity, Inclusion and Belonging in the Updating of the Early Years Learning Framework for Australia: The Potential and Pitfalls of Book Sharing.” Contemporary Issues in Early Childhood Issues in Early Childhood 189 (2): 189–207. https://doi.org/10.1177/14639491231176897.
  • Alam, S. 2008. “Majority World: Challenging the West's Rhetoric of Democracy World: Challenging the West's Rhetoric of Democracy.” Amerasia Journal Journal 34 (1): 88–98. https://doi.org/10.17953/amer.34.1.l3176027k4q614v5.
  • Anwaruddin, S. M. 2014. “Educational Neocolonialism and the World Bank: A Rancièrean Reading.” Journal for Critical Education Policy Studies (JCEPS) 12 (2).
  • Australia Children’s Education & Care: ACECQA. 2018/2024. Guide to the National Quality Standard.” https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf IBSN 978-o-642-78102-4.
  • Australian Bureau of Statistics. 2023. https://www.abs.gov.au/media-centre/media-releases/30-australias-population-born-overseas.
  • Australian Children’s Education and Care Quality Authority (ACECQA). 2017a. Annual Report 2017-2018. Sydney: ACECQA.
  • Australian Children’s Education and Care Quality Authority (ACECQA). 2017b. Guide to the National Quality Standard. https://www.acecqa.gov.au/.
  • Australian Children’s Education and Care Quality Authority (ACECQA). 2018/2024. Guide to the National Quality Standard. https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework- Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf.
  • Barblett, L., J. Cartmel, F. Hadley, L. J. Harrison, S. Irvine, F. Bobongie-Harris, and L. Lavina. 2021. National Quality Framework Approved Learning Frameworks Update: Literature Review. Sydney: Australian Children’s Educations and Care Quality Authority.
  • Bhandari, R. 2017. “Early Childhood Education and Development in Nepal: Access, Quality and Professionalism.” Prima Educatione 1: 129–138.
  • Bishop, M. 2022. “Indigenous Education Sovereignty: Another way of ‘Doing’ Education Education Sovereignty: Another way of “Doing” Education.” Critical Studies in Education Studies in Education 63 (1): 131–146. https://doi.org/10.1080/17508487.2020.1848895.
  • Blesson, E. A. 2014. “Childcare and Early Education Across Cultural Contexts: Do Universal Standards Exist?” In Encounter with Complexity: Perspectives from the Global Service and Justice Program, edited by A. Robertson, K. Borah, B. Cass, A. Gaynor, and A. Giammarella, 213–227. Chesnut Hill: Boston College.
  • Bloch, M. N. 1987a. “The Development of Sex Differences in Young Children’s Activities at Home: The Effect of the Social Context.” Sex Roles 16: 279–301.
  • Bloch, M. N. 1987b. “Becoming Scientific and Professional: An Historical Perspective on the Aims and Effects of Early Education.” In The Formation of School Subjects: The Struggle for Creating an American Institution, edited by T. S. Popkewitz, 25–62. The Falmer Press.
  • Bloch, M. N., B. B. Swadener, and G. S. Cannella. 2014. Reconceptualizing Early Childhood Care and Education: A Reader: Critical Questions, New Imaginaries and Social Activism. New York, NY: Peter Lang Publishing, Inc.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101.
  • Buck, L., N. Fiala, N. Prakash, S. Sabarwal, D. Saraswat, and D. Shrestha. 2020. Educator Knowledge of Early Childhood Development: Evidence from Eastern Nepal. The World Bank.
  • Cannella, G. S. 1997. Deconstructing Early Childhood Education: Social Justice and Revolution. Rethinking Childhood (Vol. 2). Peter Lang Publishing.
  • Catalano, T., and L. R. Waugh. 2020. Critical Discourse Analysis, Critical Discourse Studies, and Beyond. Springer.
  • Chalmers, G. 2005. The Repercussions of Representation. In Introductory Indigenous Studies in Education: The Importance of Knowing. Frenchs Forest, N.S.W.: Pearson Education Australia.
  • Clarke, V., and V. Braun. 2013. “Teaching Thematic Analysis: Overcoming Challenges and Developing Strategies for Effective Learning.” The Psychologist 26 (2): 120–123.
  • Copple, C., and S. Bredekamp. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through age. 3rd ed. Washington, DC: National Association for the Education of Young Children.
  • Dahlberg, G., P. Moss, and A. Pence. 2024. “CIEC Colloquium: Reflections OnBeyond Qualityat 25 Years Colloquium: Reflections on Beyond Quality at 25 Years.” Contemporary Issues in Early Childhood Issues in Early Childhood 25 (1): 131–145. https://doi.org/10.1177/14639491231222510.
  • Education Review Office. 2021. “Assessment of early childhood education and development 2019: A report on early learning and development standards.” https://www.ero.gov.np/upload_file/files/post/1638858618_1855354101_ECD%20Report%202021.pdf.
  • EYLF. 2009. Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: Department of Education, Employment and Workplace Relations for the Council of Australian Governments (Commonwealth of Australia).
  • EYLF. 2022. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
  • Fairclough, N. 2013. Critical Discourse Analysis: The Critical Study of Language. London: Routledge.
  • Fitzsimons, S., V. Coleman, and J. Greatorex. 2020. “Context Matters—Adaptation Guidance for Developing a Local Curriculum from an International Curriculum Framework.” Research Matters, 30, Autumn, 2020. https://files.eric.ed.gov/fulltext/EJ1286794.pdf.
  • Government of Nepal- Nepal Planning commissions. 2020. Nepal Human Development Report 2020. https://npc.gov.np/en/category/nepal_human_development_reports.
  • Government of Nepal. 2015. “Constitution of Nepal.” https://ag.gov.np/files/Constitution-of-Nepal_2072_Eng_www.moljpa.gov_.npDate-72_11_16.pdf.
  • Government of Nepal Ministry of Education. 2016. School Sector Development Plan (SSRP, 2016-2023). Kathmandu.
  • Government of Nepal Ministry of Education, Science and Technology. 2021. Assessment of Early Childhood Education and Development in 2019. A Report on Early Learning and Development Standards (ELDS). Government of Nepal Ministry of Education.
  • Grieshaber, S., and M. Blaise. 2019. “Making Room for More: Complexity, Diversity, and the Impact of Alternative Perspectives on Early Childhood Care and Education.” In The Wiley Handbook of Early Childhood Care and Education, edited by C. Brown, M. B. McMullen, and N. File, 615–640. John Wiley.
  • Gupta, A., and A. Shama. 2021. “Globalization and Postcolonial States.” Current Anthropology 47 (2): 277–307. https://www.journals.uchicago.edu/doi/epdf/10.1086499549.
  • Hunkin, E. 2016. “Deploying Foucauldian Genealogy: Critiquing ‘Quality’ Reform in Early Childhood Policy in Australia Foucauldian Genealogy : Critiquing “Quality” Reform in Early Childhood Policy in Australia.” Power and Education and Education 8 (1): 35–53. https://doi.org/10.1177/1757743815624114.
  • Kabiru, M. 2023. “EDC Counrty Experience: Kenya.” In Sankofa: Appreciating the Past in Planning the Future of Early Childhood Education, Care, and Development in Africa, edited by A. Pence, P. Makokoro, B. H. Ebrahim, and O. Barry, 29–34. Paris: UNESCO.
  • Kaul, V. (2020). Building Futures: Early Childhood Development Service Quality Standards for South Asia. United Nations Children’s Fund Regional Office for South Asia.
  • Kenya National Examination Council. 2021. Competency Based Assessment Framework for Early Years (EYE) in Kenya, Nairobi.
  • KICD. 2017. “Basic education curriculum framework.” Kenya Institute of Curriculum Development. https://kicd.ac.ke/downloads/basic-education-curriculum-framework/.
  • KICD. 2017. “Early Years Education Curriculum Designs.” Pre-primary two. Kenya Institute of Curriculum Development.
  • Krieg, S. 2010. “The Professional Knowledge That Counts in Australian Contemporary Early Childhood Teacher Education Professional Knowledge That Counts in Australian Contemporary Early Childhood Teacher Education.” Contemporary Issues in Early Childhood Issues in Early Childhood 11 (2): 144–155. https://doi.org/10.2304/ciec.2010.11.2.144.
  • Ladson-Billings, G. 2017. “The (R)Evolution Will not be Standardized: Teacher Education, hip hop Pedagogy, and Culturally Relevant Pedagogy.” In Culturally Sustaining Pedagogies: Teaching and Learning for Justice in A Changing World, edited by D. Paris, and H. S. Alim, 141–156. New York: Teachers College Press.
  • Lubeck, S. 1994. “Children in Relation: Rethinking Early Childhood Education.” The Urban Review 26 (3): 153–172. https://doi.org/10.1007/BF02354956.
  • Maguire, M., and B. Delahunt. 2017. “Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.” AISHE-J 3 (2017): 3351–3354.
  • Ministry of Education, Science & Technology (MoEST). 2022. School Education Plan. Nepal. https://moest.gov.np/post/1_6376313344e1f.
  • Mulhearn, G. 2016. “Value Guided Practice : The Ethics of Care and Justice in Early Childhood Education and Care.” DEd. Thesis. DATABASE., Australia: University of South.
  • NAEYC. n.d. “Principles of Child Development and Learning and Implications that inform Practice.” National Association for the Education of Young Children. https://www.naeyc.org/resources/position-statements/dap/principles.
  • Nagasawa, M., and B. B. Swadener. 2013. “Glocalization, Neoliberal Policies, and Early Childhood in Kenya and Indigenous Communities in the United States.” He Kupu the Word 3 (2): 43–57.. https://www.hekupu.ac.nz/sites/default/files/2017-11/Glocalization-Neoliberal-Policies-and-Early-Childhood-in-Kenya-and-Indigenous-Communities-in-the-United-States.pdf.
  • National Association for the Education of Young Children. 2019. “Position statement: Advancing equity in early childhood education.” https://www.naeyc.org/resources/position-statements/equity.
  • National Association for the Education of Young Children. 2019. “Professional standards and competencies.” https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/standards_and_competencies_ps.pdf.
  • National Association for the Education of Young Children. 2020. “Position statement: Developmentally appropriate practice.” https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf.
  • National Association for the Education of Young Children. 2022. “The ten NAEYC program standards (Rev.).” https://www.naeyc.org/our-work/families/10-naeyc-program-standards.
  • National Planning Commission. 2020. “National Strategy for Early Childhood Development 2077-2088.” Government of Nepal. https://npc.gov.np/images/category/ECD_Strategy_2077-88.pdf.
  • Nganga, L. 2009. “Early Childhood Education Programs in Kenya: Challenges and Solutions.” Early Years 29 (3): 227–236. https://doi.org/10.1080/09575140902984400
  • Nganga, L. 2012. "Children and Cultural Socialization in Kenya and the U.S.A." In Voices from the Margin: Perspectives of African-Born Teacher Educators on African and American Education, edited by O.N. Ukpokodu and P. Ukpokodu, 109–128. Charlotte, NC: Information Age Publishing.
  • Nganga, L. and J. Kambutu. 2019. "Kenya Education: An Eclectic Epistemological Collage." In Critical Race Theory in Teacher Education: Informing Culture and Practice, edited by T. Han, Keonghee and J. Laughter, 137–146. New York: Teachers College Press.
  • Nganga, L., S. Madrid Akpovo, and J. Kambutu. 2020. “Culturally Inclusive and Contextually Appropriate Instructional Practices: Rethinking Pedagogical Perspectives, Practices, Policies, and Experiences in Early Childhood Education Programs.” Journal of Research in Childhood Education 34 (1): 2–5. http://dx.doi.org/10.1080/02568543.2019.1697153.
  • Nganga, L., S. Madrid Akpovo, S. Thapa and A. M. Mwangi. 2020. “How Neocolonialism and Globalization affect the early Childhood Workforce in Nepal and Kenya.” Contemporary Issues in Early Childhood 21 (2): 111-125. https://doi.org/10.1177/1463949120929471.
  • Nganga, L., S. Madrid Akpovo, J. Kambutu, S. Thapa, and A. M. Mwangi. 2023. "Educational Policies in Early Childhood Education Programs in Kenya and Nepal: Challenging Unjust Binary Mindset around Curricula Practices." Policy Futures in Education. https://doi.org/10.1177/14782103231176587.
  • Nowell, L. S., J. M. Norris, D. E. White, and N. J. Moules. 2017. “Thematic Analysis.” International Journal of Qualitative Methods 16. https://doi.org/10.1177/1609406917733847.
  • Nsamenang, A. B. 1992. Human Development in Cultural Context: A Third World Perspective. Newbury Park, CA: Sage.
  • Nsamenang, A. B. 2004. Cultures of Human Development and Education: Challenge to Growing up Africa. Nova.
  • Nsamenang, A. B. 2005. “Educational Development and Knowledge Flow: Local and Global Forces in Human Development in Africa.” Higher Education Policy 18: 275–288. https://doi.org/10.1057/palgrave.hep.8300090.
  • Nsamenang, A. B. 2013. “Dilemmas of Rights-Based Approaches to Child Well-Being in an African Context.” In Vulnerable Children: Global Challenges in Education, Health, Well-Being, and Child Rights, edited by D. J. Johnson, 13–25. Berlin: Springer Science. https://doi.org/10.1007/978-1-4614-6780-9.
  • O’Donnell, M., Taplin, S., Marriott, R., Lima, F., and Stanley, F. J. (2019). Infant Removals: The Need to Address the Over-Representation of Aboriginal Infants and Community Concerns of Another ‘Stolen Generation’ Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2019.01.017
  • Pence, A., P. Makokoro, B. H. Ebrahim, and O. Barry. 2023. Sankofa: Appreciating the Past in Planning the Future of Early Childhood Education, Care, and Development in Africa. Paris: UNESCO.
  • Pence, A. R., and K. Marfo. 2008. “Early Childhood Development in Africa: Interrogating Constraints of Prevailing Knowledge Bases.” International Journal of Psychology 43 (2): 78–87. https://doi.org/10.1080/00207590701859143.
  • Penn, H. 2002. “The World Bank’s View of Early Childhood.” Childhood (Copenhagen, Denmark) 9 (1): 118–132. https://doi.org/10.1177/0907568202009001008.
  • Pérez, M. S., and C. M. Saavedra. 2017. “A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s.” Review of Research in Education 41 (1): 1–29. https://doi.org/10.3102/0091732X16688621.
  • Piaget, J. 2001. The Psychology of Intelligence. Oxford, UK: Routledge.
  • Republic of Kenya. 2006. Early Childhood Development Service Standard Guideline. http://guidelines.health.go.ke:8000/media/KENYA_ECD_SERVICE_STANDARD_GUIDELINES__June_2006_FINAL.pdf
  • Republic of Kenya. 1976. Report of the National Committee on Educational Objectives, Government Printer, Nairobi.
  • Republic of Kenya. 2013. The Languages of Kenya Bill. Nairobi, Kenya: Government Printer.
  • Republic of Kenya. 2017. “The Kenya Integrated Early Childhood Development Policy Framework.” Nairobi. https://platform.who.int/docs/default-source/mca-documents/policy-documents/policy/ken-ch-50-01-policy-2017-eng-iecd-policy-framework.pdf.
  • Republic of Kenya. 2018. National Pre-primary Education Policy Standards Guidelines.” https://www.education.go.ke/sites/default/files/2022-05/PRE-PRIMARY-POLICY-Guidelines-1.pdf.
  • Rigney, L. I. 1998. “Native Title, the Stolen Generation and Reconciliation.” Interventions 1 (1): 125–130. https://doi.org/10.1080/13698019800510181.
  • Rigney, L., R. Garrett, M. Curry, and B. MacGill. 2020. “Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling.” Education and Urban Society 52 (8): 1159–1180. https://doi.org/10.1177/0013124519896861.
  • Rogoff, B. 2003. The Cultural Nature of Development. New York: Oxford University Press.
  • Saavedra, C. M., and M. S. Pérez. 2018. “Global South Approaches to Bilingual and Early Childhood Teacher Education: Disrupting Global North Neoliberalism.” Policy Futures in Education 16 (6): 749–763. https://doi.org/10.1177/1478210317751271.
  • Sadeghi, S., and S. Ketabi. 2010. “Translation: Toward Critical-Functional Approach.” Babel 44: 4–13. https://go.gale.com/ps/i.do?
  • Simpson, J., and G. Wigglesworth. 2019. “Language Diversity in Indigenous Australia in the 21st Century.” Current Issues in Language Planning 20 (1): 67–80. https://doi.org/10.1080/14664208.2018.1503389.
  • Souto-Manning, M., and A. Rabadi-Raol. 2018. “Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children.” Review of Research in Education 42 (1): 203–225.
  • Sumsion, J., S. Cheeseman, A. Kennedy, et al. 2009. “Insider Perspectives on Developing Belonging, Being & Becoming: The Early Years Learning Framework for Australia.” Australasian Journal of Early Childhood 34 (4): 4–13. Crossref. ISI. https://doi.org/10.1177/183693910903400402
  • Swadener, B. B., M. Kabiru, and A. Njenga. 2000. Does the Village Still Raise the Child? A Collaborative Study of Changing Childrearing and Early Education in Kenya. State University of New York Press.
  • Tadesse, S. 2008. The Education of African Refugee Preschoolers: Views of Parents toward Appropriate Practices, Experiences of Parents/Teachers, and Encouragement/Barriers to Greater Parent Involvement.” Dissertation Abstracts International Section A: Humanities and Social Sciences 69 (2-A).
  • Tobin, J., Y. Wu, and D. Davidson. 1989. Preschool in Three Cultures. New Haven, CT: Yale University Press.
  • Treacy, D. S., S. Thapa, and S. K. Neupane. 2021. “'Where the Social Stigma Has Been Overcome': The Politics of Professional Legitimation in Nepali Music Education.” In The Politics of Diversity in Music Education. Landscapes: The Arts, Aesthetics, and Education. Vol. 29, edited by A. A. Kallio, H. Westerlund, S. Karlsen, K. Marsh, and E. Sæther. Cham: Springer.
  • UNESCO. 2005. Policy Review Report: Early Childhood Care and Education in Kenya. Paris: UNESCO.
  • UNICEF. 2017. A Mapping of Early Childhood Development Standards and Good Practices: Lessons for South Asia. https://www.unicef.org/rosa/media/12421/file/A%20Mapping%20of%20Early%20Childhood%20Development%20Standards%20and%20Good%20Practices.pdf.
  • Wairimu, N. L. 2022. “Parental Involvement in the Formation of School and Family Partnerships in the Implementation of Competency Based Curriculum: A Study of Public Primary Schools in Lang’ata Sub County.” Thesis, Strathmore University. http://hdl.handle.net/11071/13044.
  • Wanjohi, G. 2014. “A Situational Analysis of Language of Instruction in Lower Primary School in Nyeri County, Kenya.” Unpublished PHD thesis., Kenyatta University.
  • Whitehead, K., S. Schulz, and B. MacGill. 2023. “From Assimilation Towards Reconciliation with Amy Levai, nee O’Donoghue (1930–2013), South Australia’s First Qualified Aboriginal Infant Teacher, nee O’Donoghue (1930-2013), South Australia’s first qualified Aboriginal infant teacher.” The Australian Educational Researcher, 50 (2). Pp. 221-235. https://doi.org/10.1007/s13384-021-00484-2.
  • World Bank. 2019. Promoting Holistic Child Development: Opportunities for Synergistic Investments in Early Years in Nepal. World Bank. https://documents1.worldbank.org/curated/en/661871591122613764/pdf/Promoting-Holistic-Child-Development-Opportunities-for-Synergistic-Investments-in-Early-Years-in-Nepal.pdf.
  • Zaman, B., and B. Anderson-Nathe. 2021. ““Toward Queer Potentialities in Child and Youth Care.” International Journal of Child.” Youth and Family Studies 12 (3–4): 104–128. https://doi.org/10.18357/ijcyfs123-4202120341.
  • Zepeda, M., D. C. Castro, and S. Cronin. 2011. “Preparing Early Childhood Teachers to Work with Young Dual Language Learners.” Child Development Perspectives 5: 10–14. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111j.1750-8606.2010.00141.x.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.