Developing curriculum for the early years: A perspective from Bangladesh

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Full reference
Parveen, R. & Bone, J. (2017). Developing curriculum for the early years: A perspective from Bangladesh. NZ International Research in Early Childhood Education Journal, 20(1), 34-45. 

 

Original Research Paper

Developing curriculum for the early years: A perspective from Bangladesh

Rokhsana Parveen* and Jane Bone**
*Ministry of Primary and Mass Education Bangladesh
**Monash University, Melbourne

Abstract

In Bangladesh significant progress has happened in the field of early year’s education through both government and private initiatives. Pre-school education occurs through informal classes in government primary schools, in English-medium kindergartens and in Non-Government Organisations (NGO). Bangladesh has developed its first pre-primary curriculum and the government of Bangladesh approved the curriculum document named ‘Pre-primary Curriculum’ in 2011. This article will present an overview of the early childhood curriculum developed in Bangladesh and discuss the influences at work during the curriculum development process from the perspective of one of the first author - a Bangladeshi woman studying for a higher degree in Australia. The early childhood curriculum had to be acceptable for a large and diverse population. The narrative of the emergence of early childhood education in Bangladesh, a country with a population of 156.6 million, is presented, and reference is made to the New Zealand curriculum, Te Whāriki, and the Early Years Learning Framework for Australia, Being Belonging and Becoming. Finally the article presents insights about curriculum development in the Bangladeshi context.

Key words:  Curriculum; pre-primary education; early childhood; diversity.

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