Perceptions of Daycare Curriculum Among Professionals in Infant and Early Childhood Education Institutions

Objectives The objective of this study is to examine the perceptions and opinions of teachers working in infant care and early childhood education settings regarding the infant curriculum. Methods To achieve this objective, an online survey was conducted over approximately one month in November 2024. The survey targeted a total of 1,566 teachers employed at daycare centers and kindergartens in Province J. The collected data were analyzed using frequency analysis and percentage calculations. Furthermore, participants were grouped based on their academic major and professional certifications, followed by cross-tabulation analysis and t-tests to identify group differences. Results The results of the study indicate that teachers with a background in education demonstrated a stronger recognition of the necessity to establish a new daycare curriculum and integrate it with the early childhood curriculum compared to those with a background in childcare. Differences in perceptions regarding the key components of the daycare curriculum were also observed. Specifically, participants with a major in education and kindergarten teachers were more favorable towards the use of tools to assess infant development and the implementation of flexible grouping compared to their respective counterparts. Regarding the qualifications and competencies required of teachers responsible for implementing the infant curriculum, teachers with a background in education and kindergarten teachers were more likely to emphasize the need for restructuring and strengthening such qualifications compared to those with a background in childcare or childcare teachers. However, no statistically significant differences were observed among groups regarding the specific aspects of content that should be prioritized in the infant curriculum. Conclusions This study provides meaningful insights by investigating the perceptions of professionals working in infant care and early childhood education institutions at a time when the integration of infant and early childhood education systems is being gradually implemented. Moreover, it explores differences in perceptions based on academic background and professional certifications. Based on the findings, implications for future research are presented.