This article provides a policy analysis of how one recent curriculum development in early childhood education acts to regulate the field. It argues that this and similar documents are based on economic rationalist principles and are the result of particular approaches to policy-making. Such documents show an increasing regulation of children, childhood, and early childhood educators because they set out to control early childhood curriculum practices through legislation at state and national levels. These developments are responses to broader economic, social, cultural, and political change and serve particular purposes of the state.
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