Most OECD countries now use a curriculum in early childhood services, especially as children grow older, that is to say, that some structuring and orientation of children’s experience towards educational aims is generally accepted. Currently, there is little pedagogical direction for younger children, although many neurological developments take place prior to age of three or four (OECD, 2006). Curricula are influenced by many factors, including society’s values, content standards, research findings, community expectations, and culture and language.