ABSTRACT
Equity is an important part of curriculum and syllabus design but has only recently found its way into curriculum documents used in the years before compulsory schooling. The inclusion of equity in curriculum and syllabus design is much more likely if equity is integral to the vision of a nation and supported by policies and funding arrangements that are aimed at producing social, cultural, economic, and educationally equitable outcomes. This chapter explores the relationship between a national vision for a socially just society, policies, and financial commitment; and the importance of including social justice and equity in syllabus and curriculum documents in before school settings. It begins with a discussion of the terms “curriculum,” “syllabus,” and “equity,” and how they relate to early childhood education in the Australian context. An exploration of societal vision, policies, and financial commitment in the Nordic countries (Denmark, Finland, Iceland, Norway, Sweden) follows and includes discussion about the implications for children, families, immigrants, and early childhood education. The inequities that can be involved in play are highlighted by drawing on a number of qualitative studies to show how young children can use skin color, size, proficiency with English, and so on to marginalize others. These acts of marginalization are contrasted with responses to the draft Australian national curriculum (Commonwealth of Australia, 2009) for children aged 0-5 that claimed it is too politically correct. The chapter concludes that syllabus and curriculum documents should be framed using principles of equity aimed at a socially just society, and that this works best when accompanied by a national vision, appropriate policies, and proper financial support.
