Akademik Veri Yönetim Sistemi
Asia Pacific Journal of Education, 2026 (SSCI, Scopus)
New Zealand, Singapore, and Australia, countries with the highest shares of foreign-born residents, offer unique contexts for exploring how early childhood education handles diversity and inclusion. The present study examines the components that value diversity in the early childhood curriculum frameworks of these three countries. A structured curriculum design framework guided the comparative curriculum analysis, focusing on key components including rationale or vision, goals and objectives, content, learning activities, teachers’ role, materials and resources, and assessment. Document analysis served as the primary method for examining the national curriculum frameworks. The findings reveal that, although all three countries acknowledge that children may grow up in multicultural societies and have diverse backgrounds, they integrate diversity into their curricula in different ways. Additionally, a shared emphasis on cultural diversity was observed across all four frameworks. These findings highlight the potential value of examining diversity components in ECE curricula of countries with the highest proportions of foreign-born residents. Such an analysis can play a crucial role in improving inclusivity and promoting equity in ECE. Accordingly, it is recommended that educators and policymakers develop strategies to promote diversity among children and to foster appreciation for diverse learning environments.