An exploration of pedagogical discourses and conceptions of young children in national early childhood curricula: Focusing on British Columbia, Australia, New Zealand, and Korea

This exploratory study investigates the educational philosophies, pedagogical concepts, and teaching practices embedded in the national early childhood curricula of British Columbia (Canada), Australia, New Zealand, and Korea. Focusing on recently revised curriculum documents, the study examines perspectives on young children, the curriculum-environment relationship, and the nature of teachers’ pedagogical practices. To address these aims, the study employed a qualitative inquiry based on posthumanist perspectives, analyzing national curriculum documents through rhizomatic text collection, diffractive reading, and performative recording of “becoming.” Findings show that all four curricula view young children as active and relational beings and redefine teachers as co-constructors of meaning and facilitators of learning. BC’s ELF emphasizes rhizomatic learning and pedagogical narration; Australia’s EYLF centers on children’s rights and intentional teaching through Belonging, Being, Becoming; Te Whāriki highlights cultural responsiveness through Māori traditions and communal ties; and Korea’s 2019 Nuri Curriculum promotes a play- and child-centered approach, positioning teachers as supporters of children's inquiry. The study reveals a pedagogical shift across contexts—from fixed instruction to ethical, contextual practice—and emphasizes the importance of practical discourse grounded in diverse curricular philosophies.