INVESTIGATING THE EARLY CHILDHOOD CURRICULUM DESIGN & ITS CULTURAL RELEVANCE

Abstract

This study investigates the cultural relevance of early childhood curriculum design, focusing on current educational practices that reflect and support the diverse cultural identities of young learners. Rooted in sociocultural learning theory, research examines extent to which culturally responsive curriculum promotes inclusion, boosts children engagement & strengthens their sense of belonging. A quantitative research method was adopted to administer 150 early childhood educators and curriculum developers over convenience sampling. The instrument investigated dimensions of cultural relevance, including classroom content, teaching strategies, institutional support, and teacher preparedness. The descriptive statistics were used to analyze data. Findings revealed that while educators generally recognize the value of culturally inclusive education, its practical execution remains inconsistent. Areas such as use of home languages, representation of diverse traditions, and integration of local cultural knowledge require attention. Teacher training and administrative support also emerged as critical factors influencing curriculum effectiveness. Study stressed that culturally relevant curriculum design is not an added feature but required foundation of early childhood education.