Theory, Context, and Practice: Exploring the curriculum decision-making of early childhood teachers

How do early childhood teachers describe and enact their ideas about the curriculum? Two researchers, one from each side of the Tasman, describe how they have separately attempted to address this question. Despite the differing contexts of their research, the findings of their studies have one overwhelming similarity: early childhood teachers are involved in a constant process of professional discrimination as they draw on their knowledge of theory and practice and on their experience, in the contexts they work in.