If curriculum is seen as a linear process of implementing predetermined goals and content, then school-based curriculum risks becoming merely an administrative requirement or a showcase of teaching techniques. Conversely, if curriculum is conceptualized as a form of inquiry in practice (curriculum as inquiry), then teachers become not just implementers but also co-constructors and reflective practitioners. This viewpoint aligns with the theoretical stance of curriculum as praxis, emphasizing that teachers must continuously adjust the curriculum through observation, dialogue, and reflection in concrete teaching contexts, thereby responding to children’s immediate learning needs and overall well-being. Based on the above context, this paper aims to offer a reflective examination of the meanings and developmental strategies of school-based curriculum development in Taiwanese preschools, with the intention of deepening teachers’ understanding of the nature and practical implications of school-based curriculum development.
Yi-Huang Shih (2026) studied this question.