Exploring the Impact of Curriculum Frameworks on Language Acquisition in Early Childhood Education

This study investigates the influence of curriculum frameworks on language development in preschool-aged children in South Sulawesi, Indonesia. The research encompassed 250 subjects, comprising 100 preschool educators, 100 parents, and 50 children, who were chosen via stratified random sampling. A mixed-methods approach incorporated language proficiency evaluations, structured surveys, and semi-structured interviews. T-tests and ANOVA studied quantitative data to compare language development scores among different curriculum types, while qualitative data were subjected to thematic analysis to investigate educators' viewpoints. Research indicates that children engaged in language-rich curricula exhibited markedly superior scores in vocabulary development (M = 85.4, SD = 10.2) and phonological awareness (M = 78.6, SD = 9.5) relative to their counterparts in traditional curricula (vocabulary: M = 68.2, SD = 12.5; phonological awareness: M = 62.4, SD = 10.8), with p < 0.01. Furthermore, 70% of parents indicated heightened involvement and motivation when local languages and cultural contexts were incorporated into the curriculum. The study underscores the necessity for curricula that integrate interactive and culturally pertinent learning experiences, professional development initiatives for instructors, and legislation that requires the incorporation of local languages in early childhood education. Policymakers are advised to allocate resources for culturally inclusive educational materials and teacher training initiatives to ensure a lasting effect on language acquisition and sustained academic achievement.