ABSTRACT
The story of the internationalization of the early childhood curriculum has introduced to the complexities, successes, challenges, learning and inspiration we experienced during the process. The range of philosophical, economic and cultural factors around the world makes the articulation of recommendations for the early childhood professional community problematic, intended to stimulate thinking and creativity. Early childhood teacher education should expand to include an international dimension, in coursework, assignments, and theoretical knowledge that should not be dominated by the Western narrative. Early childhood settings in public schools, private schools, faith based schools, non-governmental organization sponsored schools, corporate preschools and day care centers should internationalize their curriculums and conduct research about what transpires. In that way, we can gain a wide lens on what global competence means around the world and how children and their teachers and parents experience internationalized curriculum.
