In the previous chapters of this book it was proposed that teachers need to understand how curriculum is constructed: by teachers in collaboration with children, families and communities. We begin here with a discussion of the ways teachers make decisions about curriculum. Cultural-historical theory is used as a framework for supporting educators' work with young children in culturally respectful ways. We examine the importance of moving beyond notions of multiculturalism to understandings of how development and learning are enacted in different cultural communities, and the need for early childhood curriculum to enable learning for all children. This chapter also explains how teachers need to have an understanding of the knowledge children bring to their learning and be able to identify opportunities for extending children's learning.

This chapter will help you answer the question posed by Gemma about curriculum in our opening scenario: ‘Isn't that when you talk to parents about what they want in the curriculum?’

Some students studying for a Bachelor of Education were participating in a class preparing for a practicum placement with babies and toddlers. As part of this class the students were examining how cultural-historical theory could be used to develop curriculum experiences for very young children. They participated in a role-play activity where they pretended to be teachers engaged in a professional conversation about the relationship between theory and practice. Box A is a transcript of this role play.