A COMPREHENSIVE COMPARATIVE ANALYSIS OF EARLY CHILDHOOD EDUCATION CURRICULUM OF PAKISTAN AND CHINA

Abstract

The present study examines comparative analysis of Pakistani and Chinese curriculum of Early Childhood Education. It analyzes design, intellectual approach and link between for the child development. The research looks into official curriculum frameworks, policy documents & related literature from either country by using the qualitative methodology. The study lays focus on key learning areas, language, literacy, health, hygiene and safety, and social-emotional development, basic mathematical concepts, physical growths and creative arts. Findings directs that even the either country have the same goals and expected outcomes, there are still some prominent gaps that influence the results on larger scale. The difference in implementation, educational strategies, teaching and teachers training programs, classroom managing, infrastructure and evaluation methods shapes results for their work in both countries. Chinese curriculum employs an all-inclusive, child centered, play based approach that connects cognitive, emotional, physical, and social development, showing outcomes in the efficiency of language, mathematics, moral learning, and socially active beings. The study indicates that needs appropriate design and systematic support for early childhood development and equitable are vital for realizing potential benefits of early childhood education.