Date of Conferral



Doctor of Education (Ed.D.)




Rebecca Curtis


AbstractSince 2008, the Ministry of Education in Grenada, where this study took place, started curriculum reform with the implementation of the HighScope curriculum in preschools. The problem is that many teachers faced challenges implementing the HighScope curriculum. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators about challenges when implementing the HighScope curriculum, which involves balancing child-initiated and teacher-directed activities, and the support they need for executing the curriculum effectively. The conceptual frameworks that guided the study were Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development. Both theories reinforce the need for children to be social and active in the learning process. A total of 14 participants were recruited for this study: 12 preschool teachers, including three preschool teachers from four different preschools, and two early childhood education officers. Open coding and thematic analysis were used during data analysis. The key findings related to challenges included: lack of resources, educators’ resistance to curriculum change, and insufficient support provided for teachers. Teacher participants also revealed a need for increased professional development and training to support teachers, provision of teaching and learning materials, frequent supervision and monitoring by early childhood education officers, and parental involvement and Education. Results have implications for positive social change that could lead to policy changes to improve training for teachers, additional resources allocated to the classroom, and methods to improve the implementation of the HighScope curriculum that could lead to better outcomes for children.