Early years curriculum: funds of knowledge as a conceptual framework for children’s interests
Abstract
Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment.
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Other researchers have broadened the definition of funds of knowledge to include students' interests more broadly and ways of knowing from peer groups, communities, and popular culture.
“Other researchers have broadened the definition to include students' interests more broadly (Hedges et al., 2011) and the ways of knowing that they develop from peer groups, communities, and popular culture (Moje et al., 2004).”
From Exploring Students’ World: Leveraging Funds of Knowledge Through Virtual Community Explorations (2024) · cites this paper as Hedges et al., 2011
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- Authors
- Hedges, H., Cullen, J., & Jordan, B.
- Affiliations
- University of Auckland (NZ)
- Massey University (NZ)
- Corresponding author
- Hedges, Helen
- ORCID
- Hedges, Helen
- Venue
- Journal of Curriculum Studies
- Publisher
- Informa UK Limited
- Published
- 2011-04
- Volume
- 43
- Issue
- 2
- Pages
- 185-205
- ISSN
- 0022-0272 (ISSN-L)
- 1366-5839
- OpenAlex
- W2099307959
- Cited by
- 201
- References
- 64
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 13 · 2023: 12 · 2022: 13 · 2021: 32 · 2020: 20 · 2019: 13 · 2018: 11 · 2017: 10 · 2016: 14 · 2015: 7 · 2014: 17 · 2013: 6 · 2012: 5
- FWCI
- 24.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Curriculum Studies (publishedVersion)
- ResearchSpace (University of Auckland) (submittedVersion)
- Funders
- Massey University
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Education Methods and Practices
- Keywords
- funds of knowledge, children's interests, early childhood curriculum, early childhood education, play-based learning, curriculum development, teacher engagement, child-centred learning, New Zealand
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