Some areas for reflection and consideration are identified with Sweden’s curriculum, mainly related to implementation or strengthening staff skills to respond to changes in society. New Zealand’s Te Whariki has, due to its non-legal status, more possibilities to prescribe activities and practices for staff and include more detailed descriptions of expectations for child development and staff performance. Norway and Sweden aim at clarifying staff performance and guiding staff through providing complimentary support materials for staff for implementation of the curriculum.