Year: 2025
Type: article
Abstract: This article examines the vital role of preschool and primary school teachers in curriculum development and highlights their multiple roles as designers, implementers, evaluators and localisers of educational content. Although policymakers and curriculum planners typically establish curriculum frameworks, it is teachers who transform these frameworks into relevant, contextually appropriate and engaging learning experiences in the classroom. This article explores how teachers use their practical knowledge and pedagogical expertise to modify curricula to meet the diverse needs of young learners and how they provide feedback that informs continuous improvement. However, the article also highlights the significant challenges teachers face in curriculum development, such as a lack of time, inadequate professional development opportunities, and administrative barriers that restrict their participation in decision-making processes. These challenges are often shaped by the specific demands of early childhood and primary education, where teachers must balance structured curriculum goals with the dynamic needs of young learners. By addressing these issues and supporting teachers through targeted professional development, educational institutions can empower teachers to actively contribute to meaningful curricula. This collaborative approach encourages the development of dynamic, inclusive and culturally relevant curricula to improve student engagement and learning outcomes. Ultimately, this article advocates acknowledging and appreciating preschool and primary school teachers as key stakeholders in the curriculum development process, as their participation is vital to fostering effective and responsive learning environments.
Institution: Fiji National University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410528684