Teacher Interpretation in Curriculum Innovation: Enacting Child-Centered Learning in Early Childhood Education
Abstract
This study examined how teachers at TK Tiara School interpreted curriculum innovation and enacted child-centered learning. It addressed the gap between curriculum expectations and the classroom decisions through which children’s choices, interests, and participation are supported. The study used a qualitative case study design, drawing on semi-structured interviews with two teacher informants and one classroom observation conducted from 22 to 29 August 2026. Interview responses, an observation sheet covering twelve indicators, and field notes were examined thematically and compared to distinguish reported practice from observed practice. The findings indicate that the two teachers described using children’s interests and responses to adapt activities, materials, interactions, and assessment. In the observed episode, children selected among block, art, and natural-material play areas, while the teacher used questions and material adjustments to extend their activity. Differentiated support, however, was only partially evident. Based on these findings, the article advances an Interpretive Enactment Model that connects curriculum innovation, teacher interpretation, flexible enactment, child agency, responsive pedagogy, and observable learning-development behaviors. The model is a context-bound analytical proposition; the limited dataset does not support causal or statistical generalization.
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