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

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