What processes happen between the intended curriculum or what is planned and the implemented curriculum or what teachers teach is deemed necessary to examine. This study aims to investigate how teachers unpack the kindergarten curriculum based on their interpretations, and look into the possible sources of errors in the unpacking of the curriculum.
With the use of a qualitative research design, this study explores the unpacking practices of three public kindergarten teachers and three private kindergarten teachers in selected urban and rural schools. The data gathering techniques used were document review and key informant interview.
The results of the study reveal that the teachers have a generally consistent process in unpacking the curriculum especially in the collaborative nature of interpreting the curriculum; compliance to the minimum requirements of national prescribed curriculum which influences the process that intent, content, activities and assessment are unpacked; and the consideration of the learner in translating the curriculum. Qualitative probes further uncovered that there were errors on the interpretation of culturally appropriateness principle of the curriculum and on the manner of translating the learning standard into learning activities in the documents reviewed. The lack of deeper understanding on the part of the teachers, as validated by interview and literature, posed a clear possible source of error when teachers unpacked the curriculum.