They can: i) ensure even quality across different settings, ii) give guidance to staff on how to enhance children’s learning and well-being, and iii) inform parents of their children’s learning and development. Countries take different approaches in designing curriculum. There is a need to think beyond curriculum dichotomies (e.g., academic-oriented vs. comprehensive approaches, staff-initiated instruction vs. child-initiated activities, etc.) Almost all OECD countries have a framework in place - either curriculum or learning standards -from age three to compulsory schooling.