Ebbeck, M.Warrier, S.Goh, M.2025-12-172025-12-172018Early Childhood Education Journal, 2018; 46(1):83-921082-33011573-1707https://hdl.handle.net/11541.2/125898The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional before-and-after methodology to find out if any change had occurred in the phenomenon under study between two points in time. A sample of 58 infants, toddlers and young children (up to the age of three) in an experimental cohort and 59 of comparable ages in a control cohort, were measured using the Laevers’ Active Involvement scale before and after a curriculum intervention. The results showed that there was a statistically significant improvement in the active involvement of the children in the experimental cohort as compared to no improvement in the control cohort. It is proposed that the relationships-based approach has the potential to raise the quality of curriculum and could be considered for application in child care centres in other countries.enCopyright 2017 Springer Science+Business Media New York Access Condition Notes: Postprint available after 1 April 2018early experienceearly childhood curriculumchild careactive involvementJournal article10.1007/s10643-017-0847-92-s2.0-85015211068