Goffin, S. G., & ERIC Clearinghouse on Elementary and Early Childhood Education, C. I. (2000). The role of curriculum models in early childhood education. ERIC . This resource is essential because it clarifies whether curriculum models enhance program quality or whether they reduce expectations for early childhood educators and weaken the professional responsibilities of early childhood educators.
Nganga, L. (2014). Multicultural curriculum in rural early childhood programs. Journal of Praxis in Multicultural Education, 9(1), 29–49. The article is important because it presents a study aimed at defining culturally responsive pedagogy as a practice that incorporates knowledge of diversity that integrate perspectives into the curriculum in rural early childhood programs.
Male, T. (Academic). (2015). Becoming a school principal or headteacher [Video file]. SAGE Video. This 13-minute video is important because it discusses what it is to be an accountable executive in a school, how to build relationships, and how to behave to achieve the best outcomes.
Hočevar, A., Šebart, M. K., & Štefanc, D. (2013). Curriculum planning and the concept of participation in the Reggio Emilia pedagogical approach. European Early Childhood Education Research Journal, 21(4), 476–488. This resource is important because it examines two crucial assumptions about the Reggio Emilia approach: the lack of a planned curriculum created in advance as a foundation for educational work and children's contribution in preschools.