they can i ensure even quality across different settings ii give guidance to staff on how to enhance children s learning and wellbeing 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 eg academicoriented vs comprehensive approaches staffinitiated instruction vs childinitiated activities etc almost all oecd countries have a framework in place either curriculum or learning standards from age three to compulsory schooling