ABSTRACT
This chapter presents varied perceptions of curriculum and pedagogy through examining definitions and perspectives. It addresses the direction of travel of the delivery of nationalised curricula in England; international practice in Organisation for Economic Co-operation and Development countries and key ideological perspectives that influence educational practices globally. There have been divergent perspectives on what is the most effective curriculum and pedagogy between those in power and those who deliver and research in the field, teachers, trainers and parents about what each believes is appropriate for children. The debates between these varied groups often focus between outcomes versus emergent curriculum. A neoliberal perspective emphasises standards and accountability and challenges the role of play in education. In the eyes of the state, play must earn its place in the classroom and, in a climate of performativity, justification for play must be made on the basis of its capacity to propel children’s progress towards predetermined curriculum goals.
