Emergent curriculum in twenty-first-century early years contexts: a systematic review of global practices advancing SDG 4 (quality education)

Abstract

This paper presents a systematic review of literature on the emergent curriculum in early childhood education (0–8 years) examining how this approach has been conceptualised and implemented globally between 2003 and 2023. Following PRISMA guidelines, three major databases (Scopus, PsycINFO, Web of Science) were searched, yielding 456 records of which 39 met the inclusion criteria. Thematic analysis identified four interrelated themes: (1) enabling children’s agency, voice, and fascinations; (2) adults and children as co-leaders in learning; (3) pedagogical documentation for a stronger sense of identity; and (4) emergent curriculum in virtual mode. Findings reveal that emergent curriculum fosters democratic, child-centred, and participatory learning environments by validating children’s interests, strengthening educator–child partnerships, and embedding inquiry and reflection into daily practice. Moreover, the evidence demonstrates that pedagogical documentation and collaborative leadership are critical drivers of professional growth and curriculum innovation. This review contributes to the field by synthesising a contemporary global picture of how emergent curriculum advances Sustainable Development Goal 4 (Quality Education) through practices that enhance equity, creativity, and agency in diverse early years contexts. Implications include the need for curriculum frameworks and policies that sustain reflective practice and recognise children and educators as co-constructors of knowledge.