Challenges and Exploratory Pathways for Collaborative Curriculum Development Across Five Domains in Early Childhood Education under the OBE Paradigm

Abstract

This study focuses on the collaborative development of the five major domains in early childhood education curricula under the OBE (Outcomes-Based Education) philosophy, with the core objective of addressing the prominent “four emphases and four neglects” issues in current teaching practices. Employing multiple research methods including literature review, case analysis, and action research, it systematically examines the policy context, theoretical foundations, and practical status of collaborative curriculum development across these domains. Building upon an in-depth analysis of the root causes, the study proposes targeted and actionable improvement pathways across multiple dimensions. These include optimizing curriculum content, establishing collaborative teaching models, reforming course evaluation systems, and strengthening university-kindergarten partnerships. By integrating domain-specific knowledge, establishing a spiral-based practical process, and introducing a “dual-mentor” mechanism, the research focuses on enhancing students' theoretical analysis skills, practical innovation capabilities, and knowledge transfer and application abilities. Practical validation demonstrates that collaborative curriculum development across the five domains effectively enhances course coherence and systematicity, significantly elevates students' professional competence and employment competitiveness, and provides a replicable and scalable practical paradigm for cultivating early childhood education professionals in the new era. This approach holds significant theoretical value and practical significance for advancing teaching reform and high-quality development in early childhood education programs.