A comparative analysis of Frog Street curriculum frameworks and instructional approaches across early childhood education systems in six continents

This comparative study examines the alignment of the Frog Street early childhood curriculum with national curriculum frameworks and instructional approaches from three countries in each of six continents: North America, South America, Europe, Africa, Asia, and Oceania. Using qualitative document analysis and thematic coding, the research highlights similarities and differences in curriculum design, pedagogical strategies, and cultural contexts. Findings indicate that while Frog Street reflects global best practices in whole-child, play-based learning, effective international adaptation requires contextualization to local language, cultural values, and teacher autonomy. The study contributes to the discourse on global curriculum transferability and the need for culturally responsive pedagogy.