Shape sorters and intuitive dances: professional enactments of a national early childhood curriculum

In our paper, we present findings from 2 ECE centers that represent very different understandings and performances of the learning plan. One ECE center (in a deprived area) presented very structured, restricted, adult-controlled practices, metaphorically resembling a shape sorter; another ECE center (in a privileged area) presented more open, playful, child-controlled practices, metaphorically resembling an intuitive dance. Our findings contribute to the understanding of curriculum as negotiated and pedagogues’ professionalism as complex policy-production rather than passive implementers of curriculum (Evetts 2010, Lipsky 1980, Aabro 2021, Apple 2006)