A more comprehensive study thus must be conducted to conduct a comparative exploration of particularly the early childhood curricula of the three named countries. The study must be able to establish the relationship in the curricula of the early childhood education across the three countries as well as to identify the differences. The research must also be able to pit the countries' curricula designs with existent pedagogical and educational theories to establish the best model tenets and also map out recommendations for the development of the curricula in view of meeting contemporary challenges in early childhood education.
To identify perceived feasible way sand theoretical tenets that can be adopted to enhance the curricula to meet contemporary challenges facing early childhood education stakeholders (Learners, educators, parents and the government)
This research exercise is not being conducted in a vacuum. The research exercise fits into a broad body of knowledge which has had numerous contributions from various scholars, researchers, professionals and students who have carried similar or related research exercises. Also the scope and objectives of this research endeavor occurs within related and implied theoretical, ideological and philosophical frameworks which largely influence the disciplines of business. As such the researcher is spurred to consider the multiple contributions relevant and related to this research endeavor. The researcher will present a literature review conducted in locating the object of this study within the broader confines of the relevant and related bodies of knowledge in focus.
Contrasts between direct instruction and child initiated learning
In exploring the contributions that have been made into the debate over childhood teaching approaches and teaching techniques the study will review literature on the child numeric and literacy-oriented "academic" approach versus the contributions from the child-initiated approach. The study will pit views based on Jacobson (1996) as well as Katz (1996) who hold that coming from the "academic" standpoint the young child must be treated as reliant on adults' instructions " in the academic