Developing curriculum for the early years: a perspective from Bangladesh

Rokhsana Parveen, Jane Bone

Research output: Contribution to journalArticleResearchpeer-review

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 authors - 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 Whariki, and the Early Years Learning Framework for Australia, Being Belonging and Becoming. Finally the article presents insights about curriculum development in the Bangladeshi context.
Original languageEnglish
Pages (from-to)34-45
Number of pages12
JournalNew Zealand International Research in Childhood Education
Volume20
Issue number1
Publication statusPublished - 2017

Keywords

  • Curriculum
  • Pre-primary education
  • Early childhood
  • Diversity

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