Comparative Analysis of the Early Childhood Education and Care Curriculum of the European Union Member States

Abstract

Early childhood education and care (ECEC) policies in the European Union increasingly emphasise inclusiveness and quality, recognising ECEC as a crucial foundation for children’s development and lifelong learning. Although comparative research in this field has expanded, existing studies often provide only partial insights, focusing on a limited number of countries or isolated thematic aspects. As a result, a comprehensive, empirically grounded comparative analysis encompassing all EU Member States remains lacking. Addressing this gap, the present study conducts a systematic qualitative-comparative analysis of national ECEC documents and curricula across all 27 Member States of the European Union. The study aims to identify similarities and differences in key systemic dimensions of ECEC, including starting points, educational goals, guiding principles, and legal foundations. Methodologically, the research employs a qualitative-comparative approach, using deductive content coding of 27 national curricula. Thematic and conceptual analyses complement structural and content analyses to explore dominant educational orientations and their interrelationships with legal frameworks. The findings indicate that national ECEC documents can be grouped into three main categories: integrated curricula covering ages 0-6, separate curricula for ages 0-3 and 3-6, and curricula designed exclusively for children over three years of age. Across Member States, the most frequently identified foundational principles include a holistic approach to child development, the promotion of key competences, inclusiveness, sustainability, equality, democratic values, partnership with families, and respect for diversity. Despite differences in legal status and national governance structures, EU recommendations consistently serve as a common normative reference for ECEC curricula. The study’s conceptual contribution lies in its integrated analytical framework, demonstrating how curricular models, educational orientations, and legal foundations mutually shape one another rather than functioning as isolated dimensions. Empirically, the findings provide new insights into the Europeanisation of ECEC policies. Practically, the results offer valuable guidance for policymakers and curriculum developers seeking to strengthen the coherence, quality, and sustainability of early childhood education and care systems across Europe.