A Phenomenological Study on Adaptation of Early Years Foundation Stage Curriculum in UAE
DOI:
https://doi.org/10.60072/ijeissah.2026.v4i02.005Abstract
The purpose of this qualitative study is to explore how the Early Years Foundation Stage (EYFS) curriculum, which was originally developed for a British context, is adapted and implemented within schools in the United Arab Emirates (UAE). While considering the UAE’s diverse cultural and linguistic landscape, this research helps in addressing a critical gap in existing literature. Thus, a qualitative phenomenological research design was employed in the study. Data is collected through semi-structured interviews involving 25 participants and a few classroom observations, which includes EYFS teachers, curriculum coordinators, and policymakers from a few noteworthy British international schools in the UAE. The collected data were transcribed and analysed using the thematic analysis following Braun and Clarke’s (2006). The findings seem to reveal several key themes that would most definitely influence the EYFS adaptation. The focus is on cultural adaptation of learning materials, language-related barriers, parental expectations, resource limitations, and finally the challenges in evaluating adapted resources. Educators are seen as frequently incorporating culturally relevant materials and applying strategies that would support the needs of a bilingual class to improve student engagement. The study sheds light on the importance of a well-structured evaluation framework and its application, the need for appropriate professional development opportunities for educators and the need for collaborative planning among shareholders to improve curriculum adaptation practices. The findings provide practical insights for the stakeholders seeking to strengthen the implementation of EYFS in multicultural educational contexts.
Keywords:
Constructivism, Curriculum Adaptation, Cultural Appropriation, Early Years Foundation Stage (EYFS), Learning ResourcesReferences
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