ABSTRACT
“Going global” in early childhood curriculum implies a deeper understanding of all aspects of curriculum and the development of children’s skills and dispositions to further learning and growth in an interconnected world. Although the field of early childhood education has made advances in quality curriculum, and in multicultural education and social studies, the international dimension currently deserves the professional attention. Parents play a key role in internationalizing early childhood curriculum, particularly if they share whatever resources they have about different countries. Teachers may be encouraged to reach out to early childhood colleagues in other countries to expand their perspectives and cultural contexts. The school may want to purchase memberships in international early childhood professional organizations, in order to include their publications and magazines in the teachers’ resource room. Changing a curriculum is never totally predictable, and unexpected circumstances occur along the way, often leading to better outcomes than were initially planned.
